Krasznai Mónika
AN INTRODUCTION TO BASIC MEDICAL
ENGLISH TERMINOLOGY 1
Coursebook for Students of Medicine
Lektorálta: Mezei Zsuzsa Lívia
A segédanyagot készítették:
Szabóné Enyedi Gabriella,
Papp Eszter,
John Graham,
Farkas János,
Hajdu Zita,
Dr. Nyilas Istvánné
Dr. Laczkóné Rácz Edit,
Louis J. Mattia,
Major Judit,
George Seel
TÁMOP-4.1.2.D-12/1/KONV-2012-0008
Debrecen
2014
1
CONTENTS
UNIT 1 THE HUMAN BODY ................................................................................... 11
1.1 FEATURES OF THE HUMAN BODY……………………………………………………….. 12
1.1.1 Interesting Facts about the Human Body (W) ............................................................... 12
1.1.2 Pair-Work (S) .................................................................................................................. 12
1.1.3 The Human Body in Numbers (W) .................................................................................. 13
1.1.4 Interesting Activities of the Human Body (V) ................................................................. 13
1.1.5 Facts You Did Not know about the Human Body (L)……………………………………………….…15
1.2 BODY PARTS AND ORGANS………………………………………………………………… 16
1.2.1 A: The Body (V) ............................................................................................................... 16
1.2.2 B: The Hand (V) ............................................................................................................... 17
1.2.3 C: The Head (V) ............................................................................................................... 17
1.2.4 D: The Eye (V) ................................................................................................................. 17
1.2.5 E: The Foot (V) ................................................................................................................ 18
1.2.6 F: The Internal Organs (W) ............................................................................................. 18
1.2.7 Body Systems and Organs (V)......................................................................................... 19
1.3 MEDICAL SPECIALISTS………………………………………………………………………… 20
1.3.1 Medical Specialists and Activities (V) ............................................................................. 20
1.3.2 Definition of Specialists (W) ........................................................................................... 21
1.4 A PHYSICAL EXAMINATION………………………………………………………………… 22
1.4.1 Pair - Work (S)................................................................................................................. 22
2
1.4.2 Doctor - Patient Dialogue (R) ......................................................................................... 22
1.4.3 Explaining Words (W) ..................................................................................................... 23
1.5 DISEASES……………………………………………………………………………………………. 24
1.5.1 Diseases - Categories (V) ................................................................................................ 24
1.6 MEDICAL ABBREVIATIONS………………………………………………………………….. 27
1.6.1 Medical Abbreviations – Guessing (W) .......................................................................... 27
1.6.2 Medical Abbreviations – Completion (W) ...................................................................... 27
1.7 DOCTOR’S INSTRUMENTS AND EQUIPMENT……………………………………….. 28
1.7.1 Names of Instruments (V)............................................................................................... 28
1.7.2 Usage of Instruments (S) ................................................................................................ 29
1.7.3 Matching Instrument and Definition (V) ........................................................................ 30
1.8 BODY PLANES……………………………………………………………………………………… 30
1.8.1 Body Planes in Different Fields of Medicine (S) .............................................................. 30
1.8.2 Definitions (S) ................................................................................................................. 30
1.8.3 Body Planes Listening Comprehension (L) ...................................................................... 31
1.9 PHYSICALLY PAINFUL AND DESCRIBING PAIN……………………………………….32
1.9.1 Matching Pain and Description (V) ................................................................................ 32
1.9.2 Pair-Work (S) .................................................................................................................. 33
1.9.3 What is Chronic Pain? (R) ............................................................................................... 33
1.9.4 Pain that Comes and Goes (S) ........................................................................................ 34
1.9.5 Doctor-Patient Dialogue Completion (R) ........................................................................ 34
3
1.10 SOME COMMON PROBLEMS…………………………………………………………….. 35
1.10.1 Some Troubling Symptoms (S) ...................................................................................... 35
1.10.2 Doctor - Patient Dialogue: Pain (R) .............................................................................. 36
1.11 STRESS……………………………………………………………………………………………… 37
1.11.1 Matching Pictures and Definitions (V).......................................................................... 37
1.11.2 Adjective Forms of Verbs (V) ........................................................................................ 37
1.11.3 Verbs and Nouns (V) ..................................................................................................... 38
1.11.4 Stress (L) ....................................................................................................................... 38
1.12 TYPES OF MEDICINE………………………………………………………………………….. 39
1.12.1 Medicine and Definition (V) .......................................................................................... 39
1.12.2 Medicine – Table Completion (V) ................................................................................. 40
1.12.3 A Prescription (S) .......................................................................................................... 42
1.12.4 Completing Prepositions – Doctor-Patient Dialogue (R) .............................................. 42
1.12.5 Expressions (W) ............................................................................................................ 43
1.13 MEDICAL TERMINOLOGY…………………………………………………………………..43
1.13.1 Combining Forms (V) .................................................................................................... 43
1.14 List of Words Unit 1 ……………………………………………………………………………………………………………45
UNIT 2 THE SKELETAL SYSTEM .............................................................................. 45
2.1 THE SKELETON…………………………………………………………………………………….55
2.1.1 Structure and Function of the Skeletal System (V) ......................................................... 55
2.1.2 Five Functions of Skeletal System (R) ............................................................................. 56
4
2.1.3 Bone Structure (R) .......................................................................................................... 56
2.1.4 Bone Development and Growth (R)................................................................................ 58
2.1.5 Other Elements of the Skeletal System (V) ..................................................................... 58
2.2 JOINT PAIN………………………………………………………………………………………….60
2.2.1 What Keeps the Joints Healthy? (S) ................................................................................ 60
2.2.2 Doctor - Patient Dialogue - Joints ................................................................................... 60
2.2.3 Summing up a Case (W) ................................................................................................. 60
2.3 THE SPINAL COLUMN…………………………………………………………………………. 61
2.3.1 Parts of the Spinal Column (V) ........................................................................................ 61
2.3.2 Noun Forms of Adjectives (V) ......................................................................................... 62
2.4 HERNIATED DISC…………………………………………………………………………………. 62
2.4.1 The Definition of Hernia (S) ............................................................................................ 62
2.4.2 Herniated Disc (R) ........................................................................................................... 63
2.5 SKELETAL SYSTEM TERMINOLOGY……………………………………………………….65
2.5.1 Skeletal System Root Words (V) ..................................................................................... 65
2.5.2 Analyzing Words (W) ...................................................................................................... 65
2.6 RICKETS……………..……………………………………………………………………………..166
2.6.1 The Definition of Rickets (V) ........................................................................................ 166
2.6.2 Rickets – Listening Comprehension (L) ......................................................................... 167
2.6.3 Synonyms (V) .................................................................................................................. 68
2.7 OSTEOARTHRITIS………………………………………………………………………………… 68
5
2.7.1 Osteoarthritis (L) ............................................................................................................ 68
2.8 FRACTURES…………………………………………………………………………………………. 69
2.8.1 Fractures (S).................................................................................................................... 69
2.8.2 What Are Fractures? (R) ................................................................................................. 69
2.8.3 Fracture Types (V)........................................................................................................... 71
2.9 BONES AND FEATURES OF THE FOOT…………………………………………………. 72
2.9.1 Bones and Arches of the Foot (V) ................................................................................... 72
2.9.2 Matching Foot Related Words (V) .................................................................................. 73
2.9.3 Flat Feet (L) ..................................................................................................................... 74
2.10 List of Words Unit 2………………………………………………………………………………………………….75
Unit 3 THE CARDIOVASCULAR SYSTEM ................................................................. 82
3.1 THE HEART………………………………………………………………………………………….. 83
3.1.1 The Heart (R) .................................................................................................................. 83
3.1.2 Chambers and Valves of the Heart (V) .......................................................................... 84
3.1.3 Heart Cycle (R) ................................................................................................................ 85
3.2 HEART HEALTH TIPS…………………………………………………………………………… 86
3.2.1 Giving Advice to Your Patient How to Keep His Heart Healthy (R)................................. 86
3.2.2 Diet Tips for a Healthy Heart (V) .................................................................................... 87
3.2.3 Physical Activity and Cardiovascular Health (S) ............................................................. 87
3.2.4 Physical Activity and Cardiovascular Health (R) ............................................................. 88
3.2.5 Changing Exercise Habits (S) .......................................................................................... 89
6
3.3 CHECK YOUR KNOWLEDGE ON THE HEART…………………………………………..89
3.3.1 Healthy Heart Quiz (R) .................................................................................................... 89
3.4 HEART CONDITIONS…………………………………………………………………………… 90
3.4.1 High Blood Pressure (S) .................................................................................................. 90
3.4.2 High Blood Pressure (L)................................................................................................... 90
3.5 CIRCULATORY SYSTEM – COMMON AILMENTS…………………………………….92
3.5.1 Cardiovascular Problems (S) ........................................................................................... 92
3.5.2 Common Heart Ailments (L) ........................................................................................... 93
3.6 STROKE………………………………………………………………………………………………..94
3.6.1 Warning Signs and Symptoms of Stroke (S) ................................................................... 94
3.6.2 Stroke - Warning Signs and Symptoms (L) ..................................................................... 94
3.6.3 Stroke (R) ........................................................................................................................ 95
3.6.4 Stroke Survivors (L) ......................................................................................................... 96
3.7 CARDIOVASCULAR SYSTEM TERMINOLOGY………………………………………. 98
3.7.1 Cardiovascular System Combining Forms (V) ................................................................. 98
3.7.2 Specialist Words for Definitions (W)............................................................................... 99
3.8 List of Words Unit 3………………………………………………………………………………………………….100
Unit 4 THE URINARY SYSTEM ............................................................................. 100
4.1 FUNCTION AND PARTS OF THE KIDNEY…………………………….……………….106
4.1.1 The Kidney (R) ............................................................................................................... 106
4.1.2 Parts of the Urinary Bladder (V) ................................................................................... 108
7
4.1.3 The Kidney – Sentence Completion (V) ......................................................................... 109
4.1.4 Matching Tests and Definitions (W) ............................................................................. 110
4.1.5 Matching – Bladder Treatments (W)............................................................................ 110
4.2 BLADDER PROBLEMS……………………………………………………………………….. 111
4.2.1 Interstitial Cysitis (V)..................................................................................................... 111
4.2.2 Bladder Inflammation (S) ............................................................................................. 111
4.2.3 Interstitial Cystitis (L) .................................................................................................... 112
4.3 URINARY SYSTEM TERMINOLOGY……………………………………………………..112
4.3.1 Root Words (V) ............................................................................................................. 112
4.3.2 Specialist Words (W) .................................................................................................... 113
4.3.3 Urinary System Specialists and Procedures (V) ............................................................ 113
4.4 KIDNEY CONDITIONS……………………………………………………………………….. 116
4.4.1 Kidney Conditions and Definitions (V) .......................................................................... 116
4.4.2 Kidney Diseases – Pictures (W) ..................................................................................... 117
4.4.3 10 Tips to Prevent Kidney Disease (R) .......................................................................... 119
4.4.4 Advice to Patients Based on Pictures (W) .................................................................... 120
4.5 Kidney Stones…………………………………………………………………………………123
4.5.1 Opposite Words (V)…………………………………………………………………………………………………123
4.5.2 Kidney Stones – Listening Comprehension (L)…………………………….…………………………..123
4.6 List of Words Unit 4…………………………………………………………………………………………………..130
Unit 5 THE REPRODUCTIVE SYSTEM.................................................................... 125
5.1 THE REPRODUCTIVE ORGANS…………………………………………………………… 131
8
5.1.1 Parts of Female and Male Bodies (W) .......................................................................... 131
5.2 MALE AND FEMALE REPRODUCTIVE SYSTEM TERMINOLOGY…………… 132
5.2.1 Root Words (V) ............................................................................................................. 132
5.2.2 Analyzing Medical Words (W) ...................................................................................... 133
5.3 ANATOMY OF THE FEMALE REPRODUCTIVE SYSTEM…………………………. 134
5.3.1 Parts of the System (V) ................................................................................................. 134
5.3.2 Article on Female Reproductive Organs (R) ................................................................. 135
5.3.3 Opposite Words (V) ...................................................................................................... 136
5.4 ANATOMY OF THE MALE REPRODUCTIVE SYSTEM…………………………… 137
5.4.1 Parts of the System (V) ................................................................................................. 137
5.4.2 Parts of the Male Reproductive System (R) .................................................................. 137
5.5 PREGNANT BODY……………………………………………………………………………… 140
5.5.1 Pregnancy and Childbirth (S) ........................................................................................ 140
5.5.2 Labelling a Picture (W) ................................................................................................. 140
5.5.3 Pregnancy (L) ................................................................................................................ 140
5.5.4 Pregnancy Myths and Facts (R) .................................................................................... 141
5.6 DISORDERS OF THE FEMALE REPRODUCTIVE SYSTEM………………………. 144
5.6.1 Uterine Fibroids (S) ....................................................................................................... 144
5.6.2 Uterine Fibroids Facts (V) ............................................................................................. 144
5.6.3 The Nature of Uterine Fibroids (V) ............................................................................... 145
5.6.4 Background, Prevalence and Symptoms of Fibroids (V) ............................................... 145
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5.7 OVARIAN CANCER…………………………………………………………………………….. 147
5.7.1 Opposite Words (V) ...................................................................................................... 147
5.7.2 Symptoms of Ovarian Cancer (L) .................................................................................. 148
5.8 DISORDERS OF THE MALE REPRODUCTIVE SYSTEM…………………………… 148
5.8.1 Prostate Facts (S) .......................................................................................................... 149
5.8.2 Prostatitis (R) ................................................................................................................ 149
5.8.3 Testicular Cancer (S) ..................................................................................................... 153
5.8.4 Testicular Cancer (L) ..................................................................................................... 154
5.9 List of Words Unit 5………………………………………………………………………….……………………….155
Reading Bank………………………………………………………………………………………………………………….160
L = listening activity; R = reading activity; S = speaking activity; W = writing activity; V = vocabulary
development activity
10
UNIT 1 THE HUMAN BODY
Aims of the Unit
After completing this unit you will have the language skills that will prepare you for the start of your
medical terminology studies. The sub-units will guide you through the basics of
• anatomy
• medical English.
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1.1 FEATURES OF THE HUMAN BODY
WRITING
1.1.1 Interesting Facts about the Human Body (W)
Can you finish these sentences related to the human body?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The brain is much more active at night than…………………………………… .
80% of the brain is ……………………………… .
The largest internal organ is …………………………………….. .
The acid in your stomach is strong enough to dissolve ………………………………….. .
The surface area of a human lung is equal to ……………………………………. .
Women’s hearts beat faster ………………………………….. .
Your left lung is smaller than your right lung to …………………………………………… .
Over 90% of diseases are caused or complicated by ……………………………………… .
Babies are born with 270 bones, but by adulthood the number is ……………………………… .
We are about 1 cm taller in the morning than ………………………………………. .
http://icantseeyou.typepad.com/my_weblog/2008/02/100-very-cool-f.html
www.thepracticeofyourlife.com
SPEAKING
1.1.2 Pair-Work (S)
Choose two interesting facts. Discuss the reason for the answers in task 1.1.1 with your partner.
12
WRITING
1.1.3 The Human Body in Numbers (W)
Can you guess the correct number in the following sentences? The numbers are given in the box
below. The number of lines will help you to find the answer.
70
1.5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
1
3
120
30
60,000
20
100,000
166
400
600,000
The average red blood cell lives for _ _ _ days.
Nerve impulses travel at over _ _ _ km/hr.
We exercise at least _ _ muscles when we smile.
We are about _ _ percent water.
Our heart beats around _ _ _ _ _ _ times every day.
A fetus acquires fingerprints at the age of _ months.
We make _ litre of saliva a day.
A sneeze generates a wind of _ _ _ km/hr
The average human brain weighs about _ _ kg.
It takes about _ _ seconds for a red blood cell to circle the whole body.
An average human drinks about _ _ _ _ _ litres of water in a lifetime.
Humans shed about _ _ _ _ _ _ particles of skin every hour.
http://icantseeyou.typepad.com/my_weblog/2008/02/100-very-cool-f.html
www.express.co.uk
VOCABULARY DEVELOPMENT
1.1.4 Interesting Activities of the Human Body (V)
Choose the correct answer.
1. The higher your IQ, the more you ………… .
13
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
a. dream
b. forget
Facial hair ………. faster than any other hair on the body.
a. turns grey
b. grows
Women are born better smellers than men and …………… better smellers over life.
a. form
b. remain
Men ………… fat faster than women by a rate of about 50 calories a day.
a. eat
b. burn
During your lifetime, you will ………… enough saliva to fill two swimming pools.
a. produce
b. take
After ………… too much, your hearing is less sharp.
a. learning
b. eating
Noise …………… the pupils of your eyes to dilate. Even very small noises can do this.
a. causes
b. has
Your eyes remain the same size after birth but your nose and ears never …………. growing.
a. stop
b. keep
The hands and feet ……………. almost half of the total bones in the human body.
a. belong to
b. contain
Three hundred million cells ……………. in the human body every minute.
a. lose
b. die
All babies are colour blind at birth, they ……….. only black and white.
a. look at
b. see
A normal human being can ………….. 20 days without eating .
a. stay
b. survive
http://www.nairaland.com/1178211/40-amazing-facts-human-body
www.ehow.com
14
LISTENING
1.1.5 Facts You Did Not Know about the Human Body (L)
Source: https://youtu.be/hmUKdIc0y9I
Listen to the recording and complete the missing words. Only verbs are missing.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Babies a. ……………………………………………………… with 270 bones.
By adulthood the total number b. …………………………………………..…………. to 206.
Your heart c. ………………………………………………… an impressive 100,000 times a day.
If the heart d. ……………………..………………………… from the body, it would continue beating
on its own electrical impulse.
The eyes basically e. ……………………………………………… the same your entire life.
The eyes f. ………………………………………..……. reality upside down before the brain flips it
upright.
Our noses also g. ………………………………………………… like an air conditioner warming up cold
air, cooling down hot air and filtering impurities.
By the age of seventy, an average person h. ……………..……………………………. a shocking 100
pounds of skin.
Both nails and hair i. …………………………………….……….. up of the same thing, a protein called
keratin.
A miraculous structure containing millions of nerve cells by which electrical signals
j. …………………………………………. information from one part of the body to another.
Every square inch of the human body k. ………………………………………….. an average of 32
million bacteria on it.
The human body l. ………………………………………………. in mysterious ways but this has to be the
most bizarre, a phenomenon that causes a person’s senses to m. ………………………….…………. .
Experts say that about four percent of people n. ……………………………..……………. this but they
cannot figure out exactly how or why this happens.
According to astrophysicists, every single atom in your body from your flesh to your
bones o. …………………………………………….……. in a star billions of years ago.
www.thesleuthjourmal.com
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1.2 BODY PARTS AND ORGANS
VOCABULARY DEVELOPMENT
1.2.1 A: The Body (V)
Can you complete the missing body parts?
http://englishpatterns.com/community/viewtopic.php?f=7&t=1726
1. face
3. chin
4.________
7. upper arm 8. ________
9. forearm
13. _______ 14. abdomen
15. buttocks
19. knee
2. mouth
5. shoulder
6. arm
10. armpit
11. _______
12. chest
16. hip
17. leg
18. _______
20. calf
16
VOCABULARY DEVELOPMENT
1.2.2 B: The Hand (V)
Can you complete the missing body parts?
21.________
22. knuckle
23. fingernail
24. ________
26. middle finger
27. ring finger
28. little finger
29. ________
25. index finger
VOCABULARY DEVELOPMENT
1.2.3 C: The Head (V)
Can you complete the missing body parts?
30. hair
31. part
32. ________
33. side burn
34. ________
35. cheek
36. _______
37. nostril
38. jaw
39. beard
40. ________
41. tongue
42. tooth
43. lip
VOCABULARY DEVELOPMENT
1.2.4 D: The Eye (V)
Can you complete the missing body parts?
44. ________
45. eyelid
46. _______
47. iris
48. pupil
http://englishpatterns.com/community/viewtopic.php?f=7&t=1726
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VOCABULARY DEVELOPMENT
1.2.5 E: The Foot (V)
Can you complete the missing body parts?
49. ankle 50. _______ 51. instep 52. ball 53. big toe
54. _______ 55. little toe 56. toenail
WRITING
1.2.6 F: The Internal Organs (W)
Complete the missing letters.
57.br _ _ _
61. esophagus
65. liver
69. artery
58. spinal cord
62. mu _ _ _ _
66. st _ _ _ _ _
70. ki _ _ _ _
59. th _ _ _ _
63. lung
67. intestines
71. pancreas
60. windpipe
64. he _ _ _
68. ve _ _
72. bl _ _ _ _ _
http://englishpatterns.com/community/viewtopic.php?f=7&t=1726
18
VOCABULARY DEVELOPMENT
1.2.7 Body Systems and Organs (V)
What body system do the following organs belong to?
throat, windpipe, lung: ………………………………………………………………………………….. system
muscle, bone, joint: ………………………………………………………………………………………. system
esophagus, liver, stomach: ……………………………………………………………………………. system
kidney, bladder: …………………………………………………………………………………………….. system
brain, spinal cord: ………………………………………………………………………………………….. system
heart, vein, artery: …………………………………………………………………………………………. system
WRITING
1.2.8 Body Systems – Pictures (W)
What body systems do you see in the pictures?
Write underneath.
www.aokainc.com
19
www.aarcaro.wordpress.com
1.3 MEDICAL SPECIALISTS
www.omaspokane.org
VOCABULARY DEVELOPMENT
1.3.1 Medical Specialists and Activities (V)
Match the medical specialists and their activities.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
allergist
anesthesiologist
cardiologist
dentist
dermatologist
gynecologist
midwife
naturopath
neurologist
obstetrician
oncologist
a. tooth specialist
b. specialist in mental health
c. brain specialist
d. specializes in natural cures and remedies
e. tumour specialist, including cancer
f. specializes in imaging tests
g. specializes in eye diseases
h. specialist for babies and children
i. heart specialist
j. specializes in pain prevention during surgery
k. specialist for pregnant women
20
12.
13.
14.
15.
ophthalmologist
pediatrician
psychiatrist
radiologist
1.
2.
3.
4.
l. specializes in determining allergies
m. skin specialist
n. specializes in women’s diseases
o. helps women deliver babies in a natural way
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
http://www.englishclub.com/english-for-work/medical-specialists.htm
WRITING
1.3.2 Definition of Specialists (W)
Give a definition of what the following specialists do.
a. gastroenterologist
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
b. general practitioner
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
c. internist
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
d. ENT (ear, nose, throat) specialist
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
e. pathologist
…………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………….
f. plastic surgeon
…………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………….
g. rheumatologist
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
h. sports medicine specialist
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
i. urologist
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
www.webmd.com
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1.4 A PHYSICAL EXAMINATION
www.discovery.com
SPEAKING
1.4.1 Pair - Work (S)
Discuss your last visit at the general practitioner with your partner. Mention when it happened,
what your complaints were, what examinations the doctor performed, and what he suggested.
READING
1.4.2 Doctor - Patient Dialogue (R)
Complete the text with the words given.
run up, listen, take, roll up, hold, exercise, order, have, open, come in for
Doctor: When did you last 1. …………… a physical exam?
Patient: I had my last physical two years ago.
Doctor: Have you had any other exams recently? Blood test, an ECG or an ultra-sound?
Patient: Well, I had a few X-rays at the dentist's.
Doctor: How have you been feeling in general?
Patient: Pretty well. No complaints, really.
Doctor: Could you 2. ……………. your left sleeve? I'd like to 3. …………….. your blood pressure.
Patient: Certainly.
Doctor: 120 over 80. That's fine. You don't seem to be overweight, that's good. Do you 4. …………….
regularly?
Patient: No, not really. If I 5. …………… a flight of stairs, it takes me a while to get my breath back.
Doctor: How about your diet?
Patient: I think I eat a pretty balanced diet. You know, I 6. …………… a hamburger from time to time,
but generally I have well-balanced meals.
22
Doctor: That's good. Now, I'm going to 7. …………….. to your heart.
Patient: Ooh, that's cold!
Doctor: Don't worry it's just my stethoscope. Now, breathe in and 8. ……………. your breath. Please
pull up your shirt, and breathe deeply... Everything sounds good. Let's take a look at your throat.
Please 9. ……………. wide and say 'ah'.
Patient: 'Ah' .
Doctor: OK. Everything looks ship shape. I'm going to 10. ……………… some blood test and that's
about it. Take this slip to the front desk and they'll arrange an appointment for the tests.
Patient: Thank you doctor. Have a nice day.
http://esl.about.com/od/intermediatereading
www.uctclinic.com
WRITING
1.4.3 Explaining Words (W)
Explain the following with your own words:
physical examination (exam): ………………………………………………………………………………………...
ultra-sound: ……………………………………………………………………………………………………………………
overweight: …………………………………………………………………………………………………………………….
balanced diet: ………………………………………………………………………………...................................
stethoscope: ……………………………………………………………………………………………………………………
to look ship shape: ………………………………………………………………………….................................
slip: …………………………………………………………………………………………........................................
to arrange an appointment: …………………………………………………………………………………………….
23
1.5 DISEASES
VOCABULARY DEVELOPMENT
1.5.1 Diseases - Categories (V)
Put the following diseases and health problems in one of the categories below. There are three
diseases in each category.
www.sparticl.org
Musculoskeletal:……………………………………………………………………………………………………………………………
www.drstandley.com
Hormonal:……………………………………………………………………………………………………………………………………
www.nursingcrib.com
Neurologic:……………………………………………………………………………………………………………………………………
www.grendahl.com
Visual:……………………………………………………………………………………………………………………………………………
24
www.medimoon.com
Cardiovascular:……………………………………………………………………………………………………………………………
www.clker.com
Lungs:…………………………………………………………………………………………………………………………………………
www.aminoacidstudies.org
Skin and hair:…………………………………………………………………………………………………………………………….
www.jonbarron.org
Gastrointestinal:…………………………………………………………………………………………………………………………
www.ladycarehealth.com
Urinary:…………………………………………………………………………………………………………………………………….
25
www.nedelta.com
Oral and dental:………………………………………………………………………………………………………………………..
www.healthimpactnews.com
Psychiatric:………………………………………………………………………………………………………………………………
www.beautyhealthtips.in
General problems:…………………………………………………………………………………………………………………..
anxiety
appetite loss
cataract
chronic obstructive pulmonary disease (COPD)
dementia
depression
diabetes
dry skin
dysuria
fatigue
fracture
glaucoma
gout
gum disease
hair loss
heart attack
heartburn
hypertension
insomnia
irregular heart rhythm
osteoporosis
poorly fitting dentures
weight gain
itching
Parkinson's disease
asthma
dry mouth
macular degeneration menopause
pneumonia
thyroid dysfunction
constipation
balance problem
stomach ulcer
http://www.medicinenet.com/senior_health/page2.htm
26
polyuria
urinary incontinence
1.6 MEDICAL ABBREVIATIONS
WRITING
1.6.1 Medical Abbreviations – Guessing (W)
Can you find out what these medical abbreviations stand for?
www.misslosaga26.soup.io
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
BP: ………………………………………………………………………………………….
COPD: …………………………………………………………………………………….
CNS: ……………………………………………………………………………………...
ER: …………………………………………………………………………………………
ECG: ………………………………………………………………………………………
IM: ………………………………………………………………………………………..
IV: …………………………………………………………………………………………
M.D.: …………………………………………………………………………………….
OR: ……………………………………………………………………………………….
OTC: ……………………………………………………………………………………..
STD: ……………………………………………………………………………………..
W: ………………………………………………………………………………………..
http://medicalterminology4fun.com/medical-abbreviations-list/
WRITING
1.6.2 Medical Abbreviations – Completion (W)
Complete the missing words in the following medical abbreviations.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
ABR: absolute bed ………………………………………………
ABT: antibiotic ……………………………………………………
ADH: antidiuretic ………………………………………………..
CBC: complete blood ………………………………………….
CSF: cerebrospinal ……………………………………………..
DOA: …………………………………………………. on arrival
GI: …………………………………………………......intestinal
ICP: intracranial …………………………………………………
MI: myocardial ………………………………………………....
SOB: shortness of ……………………………………………..
S/S: signs and ……………………………………………………
27
12.
13.
14.
15.
TPR:…………………………………….., pulse, respiration
UTI: urinary tract ………………………………………………
VS: vital …………………………………………………………….
WBC: white …………………….. ……………………………..
http://medicalterminology4fun.com/medical-abbreviations-list/
1.7 DOCTOR’S INSTRUMENTS AND EQUIPMENT
VOCABULARY DEVELOPMENT
1.7.1 Names of Instruments (V)
Write the name of the instrument below the pictures. The words have been provided for you.
Blood infusion set
Bandage
Endoscope
Defibrillator
Hemodialysis machine
Syringe and needle
Stethoscope
Reflex hammer
Mercury thermometer
Weighing scale
Nebulizer
Kidney dish
1.............................
4...................................
2......................................
5....................................
28
3...................................
6.......................................
7.......................................
10...................................
8...............................
11................................ …
9.................................
12..................................
http://en.wikipedia.org/wiki/Instruments_used_in_general_medicine
SPEAKING
1.7.2 Usage of Instruments (S)
What do you use these tools and instruments for?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Bandage
Blood infusion set
Defibrillator
Endoscope
Hemodialysis machine
Kidney dish
Mercury thermometers
Nebulizer
Reflex hammer
Stethoscope
Syringe and needle
Weighing scale
29
VOCABULARY DEVELOPMENT
1.7.3 Matching Instrument and Definition (V)
Match the instrument and its definition.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Bedpan
Cannula
Catheter
Enema set
Instrument sterilizer
Ophthalmoscope
Otoscope
Oxygen mask or tube
Sphygmomanometer
Sucker
Tongue depressor
Tuning fork
a. It records the patient’s blood pressure.
b. This is used for an oral examination.
c. It is used as a test for deafness.
d. This is for patients who cannot walk to the toilet.
e. It assists oxygen intake.
f. This is used for cleaning the doctor’s tools.
g. This drains and collects urine from the bladder.
h. This needle creates a permanent pathway to a vein.
i. It drains blood or bodily secretions.
j. It is used for evacuating the rectum of faeces.
k. You can take a look at the retina with this.
l. You can look at the external ear cavity using this.
http://en.wikipedia.org/wiki/Instruments_used_in_general_medicine
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
1.8 BODY PLANES
SPEAKING
1.8.1 Body Planes in Different Fields of Medicine (S)
Answer the question: In what fields of medicine are body planes especially important? Discuss the
question with your partner.
SPEAKING
1.8.2 Definitions (S)
You can see two definitions below. Decide which one is section and which one is plane.
a. An imaginary flat surface passing through the body.
b. It is a slice or cut to expose the internal anatomy.
30
LISTENING
1.8.3 Body Planes Listening Comprehension (L)
Now listen to the recording and complete the tasks.
Source: http://youtu.be/oxJ4fARh9gE
Task 1
What do we understand by anatomical position? Take notes.
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
Task 2
Label the picture below.
www.lifehealthwellness.com
Task 3
Find synonyms for 1. ………………………………, 2. ………………………………, and 3. ……………………………..
31
Task 4
Write down what directional aspects we get from
1. ……………………………………………………………………………...........
2. ………………………………………………………………………………………
3. ……………………………………………………………………………………..
Task 5
What other plane is mentioned? Can you define it?
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
1.9 PHYSICALLY PAINFUL AND DESCRIBING PAIN
VOCABULARY
1.9.1 Matching Pain and Description (V)
Match the Pain and its Description.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
acute
burning
chronic
dull
excruciating
griping
sharp
stabbing
tender
unendurable
1.
2.
a. This pain is serious and lasts for a long time.
b. It causes extreme pysical pain.
c. This pain is sudden and severe.
d. A body part has been injured and it is painful when you touch it.
e. This pain is too unpleasant to bear it.
f. This pain is not very strong and usually lasts for a long time.
g. It feels as if some part of your body is touching something hot.
h. A sharp and sudden pain in your stomach.
i. This pain is strong and lasts for a short time.
j. It feels like a ’knife’.
3.
4.
5.
6.
www.macmillanictionary.com
32
7.
8.
9.
10.
SPEAKING
1.9.2 Pair-Work (S)
Discuss the following with your partner: When did you last experience pain? What was the matter
with you? What did you do to manage the pain?
READING
1.9.3 What is Chronic Pain? (R)
Read this article on chronic pain and decide if the statements are true or false.
Several people suffer from chronic pain, defined as pain that lasts longer than six months. Chronic
pain can be mild or excruciating, episodic or continuous, merely inconvenient or totally
incapacitating.
The most common sources of pain stem from headaches, joint pain, pain from injury, and
backaches. Other kinds of chronic pain include tendinitis, sinus pain and pain affecting specific parts
of the body, such as the shoulders, pelvis, and neck. Generalized muscle or nerve pain can also
develop into a chronic condition.
Chronic pain may originate from an initial trauma/injury or infection, or there may be an ongoing
cause of pain. Some people suffer chronic pain in the absence of any past injury or evidence of
body damage.
The emotional toll of chronic pain also can make pain worse. Anxiety, stress, depression, anger, and
fatigue interact in complex ways with chronic pain and may decrease the body's production of
natural painkillers; moreover, such negative feelings may increase the level of substances that
amplify sensations of pain, causing a vicious cycle of pain for the person. There is evidence that
unrelenting pain can suppress the immune system.
Because of the mind-body links associated with chronic pain, effective treatment requires
addressing psychological as well as physical aspects of the condition.
The symptoms of chronic pain include:



Mild to severe pain that does not go away
Pain that may be described as shooting, burning, aching, or electrical
Feeling of discomfort, soreness, tightness, or stiffness
Pain is not a symptom that exists alone. Other problems associated with pain can include:
33






Fatigue
Sleeplessness
Withdrawal from activity and increased need to rest
Weakened immune system
Changes in mood including hopelessness, fear, depression, irritability, anxiety, and stress
Disability
http://www.webmd.com/pain-management/guide/understanding-pain-management-chronic-pain
1.
2.
3.
4.
5.
6.
7.
8.
Chronic pain can have different features. T/F
Specific muscle pain can turn to chronic pain. T/F
Chronic pain is always related to trauma. T/F
Negative feelings can generally worsen pain. T/F
Treatment should be focusing on the body exclusively. T/F
Pain can lead to further symptoms. T/F
Insomnia is usually not associated with pain. T/F
The immune system is still effective if you have pain. T/F
SPEAKING
1.9.4 Pain that Comes and Goes (S)
Try and guess the meaning of the following words and expressions with your partner:
to get to the bottom of something
eating habits
to come and go
on a scale of one to ten
heavy foods
READING
1.9.5 Doctor-Patient Dialogue Completion (R)
Choose the word that completes the dialogue.
34
Doctor: How long have you been having this pain?
Patient: It started in June. So for more than five months now. My 1. stomach/back hurts after some
meals, but not always.
Doctor: You should have come in 2. later/earlier. Let's get to the bottom of this. Have you changed
your eating habits during this period?
Patient: No, not really. Well, that's not true. I'm eating the same foods, 3. despite/but less. You
know, the pain seems to come and go.
Doctor: How 4. strong/heavy is the pain exactly? On a scale of one to ten, how would you describe
the intensity of the pain?
Patient: Well, I'd say the pain is about a two on a scale of one to ten. Like I 5. tell/say, it's not really
bad. It just keeps coming back...
Doctor: How long does the pain last when you get it?
Patient: It comes and goes. Sometimes, I 6. almost/hardly feel anything. Other times, it can last up
to half an hour or more.
Doctor: Is there a type of food that seems to 7. cause/give stronger pain than other types?
Patient: Hmmm ... heavy foods like steak or lasagna usually bring it on. I've been trying to avoid
those.
Doctor: Does the pain 8. travel/run to any other parts of your body - chest, shoulder or back? Or
does it remain around the stomach area?
Patient: No, it just hurts here.
http://esl.about.com/od/intermediatereading
1.10 SOME COMMON PROBLEMS
www.prathama.org
SPEAKING
1.10.1 Some Troubling Symptoms (S)
Guess the word with your partner. The definitions have been given for you.
35
High body temperature. …………………………
Sign, indication; something caused by and indicative of a certain disease or disorder. ……………………
Abnormally frequent and loose bowel movements. …………………………
Thick, sticky mucus secreted by the mucous membrane of the respiratory tract, as during a cold or
other respiratory infection. …………………………
Having knowledge of something. …………………………
Having the respiratory passages blocked. ……………………
An abnormally high sensitivity to certain substances, such as pollens or foods. ……………….
READING
1.10.2 Doctor - Patient Dialogue: Pain (R)
Complete the text with the missing words. The first two letters have been given for you.
Patient: Good afternoon.
Doctor: Good afternoon. Take a seat. So, what have you come in for today?
Patient: Thank you. I'm feeling ill, I've got quite a bad 1. co_ _ _, but I don't seem to have a fever.
Doctor: I see. How long have you had these symptoms?
Patient: Oh, I've had the cough for two weeks, but I have been 2. fe _ _ _ _ _ ill just these past few
days.
Doctor: Are you having any other problems?
Patient: Well, I've got a 3. he_ _ _ _ _ _. I've also had a little bit of diarrhoea.
Doctor: Do you 4. pr _ _ _ _ _ any phlegm when coughing?
Patient: Sometimes, but it's usually pretty dry.
Doctor: Do you smoke?
Patient: Yes, a few cigarettes a day. Certainly no more than a half a 5. pa _ _ _ _ a day.
Doctor: How about 6. al _ _ _ _ _ _ _? Do you have any allergies?
Patient: Not that I'm aware of.
36
Doctor: Does your head feel stuffy?
Patient: Yes, for the 7. pa _ _ few days.
Doctor: OK. Now let's have a look. Could you please open your 8. mo _ _ _ and say 'ah'?
http://esl.about.com/od/intermediatereading
1.11 STRESS
VOCABULARY DEVELOPMENT
1.11.1 Matching Pictures and Definitions (V)
Match the pictures and the following expressions.
1. …………………………
www.metaversemodsquad.com
2. ……………………………..
www.sortednest.com
Fight or flight response
Don't sweat it./ Don't sweat the small stuff.
Hectic life
VOCABULARY DEVELOPMENT
1.11.2 Adjective Forms of Verbs (V)
What are the adjective forms of these verbs?
a.
b.
c.
d.
circulate
digest
diaphragm
reproduce
……………………………………………………..
……………………………………………………..
……………………………………………………..
.…………………………………………………….
37
3. ………………………………….
www.article.wn.com
VOCABULARY DEVELOPMENT
1.11.3 Verbs and Nouns (V)
Can you complete this table?
Verb
Noun
……………………………
digestion
breathe
………………………………..
perspire
……………………………….
…………………………….
sweating
exhaust
………………………………
grow
……………………………..
……………………………
accumulation
LISTENING
1.11.4 Stress (L)
1. Now listen to the recording and write down the twelve areas that are affected when you
face stress.
Source: http://youtu.be/Ho_a5FlcsJ4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..
………………………………………………………… and …………………………………………………………………..
……………………………………………………………………………………………………………………………………..
www.lifecoachingcourses.ie
38
2. Listen to the recording again and complete the sentences. Use one word only.
1. When you're stressed your body a. ………………………………… instantly.
2. Your heart beats b. ………………………………. and you put excess strain on it.
3. Your blood pressure further rises because your body also narrows and constricts
your blood vessels to prevent you from bleeding to c. …………………………………… from
injury.
4. Here's the challenge: your d. …………………………………... will clot regardless of whether
or not you really are injured.
5. So, even if you're eating healthy foods your body won't be able to e.
………………………………… digest that food.
6. Your body will suppress your f. ……………………………………. system.
7. Anxiety and panic g. …………………………………… can also accompany shallow
breathing.
8. Under stress we can h. …………………………………. excessively.
9. Some of our bodies are not equipped to adequately process that lot of blood sugar
and that can lead to i. ……………………………………… health problems.
10. Your body reduces the flow of anti-aging growth hormones, so as a j.
………………………. our bodies age faster.
11. Your reproductive systems are suppressed and you
produce k.
………………………………… sex hormones, so this can result in you feeling a drop in your
libido, your sex drive.
12. Your body pumps out adrenaline and noradrenaline which alert our body that it's in
l. ………………..………………… .
13. Your body also pumps out cortisol which is considered the m.
………………………………….. stress hormone.
1.12 TYPES OF MEDICINE
VOCABULARY DEVELOPMENT
1.12.1 Medicine and Definition (V)
Match the medicine with its definition.
www.passkontrol.net
www.ehow.com
39
1.anaesthetic
A. A drug that makes people calmer when they are very worried or nervous.
2.analgesic
B. A medicine you use for helping you to cough up mucus from your lung.
3.antacid
C . A drug that we use in order to sleep better.
4.antibiotic
D. A substance that prevents a poison from having bad effects.
5.antidote
E. A drug or gas that is given to someone before a medical operation.
6.antihistamine
F. A drug that reduces pain.
7.anti-inflammatory
G. A pill that you take to help you to sleep.
8.contraceptive
H. A drug taken to reduce inflammation (= swelling, heat, and pain).
9.emetic
I. A drug used for preventing a woman from becoming pregnant.
10.expectorant
J. A drug used to treat an allergy.
11.laxative
K. A drug that makes someone calmer, or makes them sleep.
12.narcotic
L. A medicine that reduces the amount of acid in your stomach.
13.sedative
M. A drug that cures illnesses and infections caused by bacteria.
14.sleeping pill
N. A medicine that helps you to make loose waste.
15.tranquillizer
O. A drug that makes you vomit.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
http://www.macmillandictionary.com/thesaurus-category/american/Types-and-forms-of-medicine
VOCABULARY DEVELOPMENT
1.12.2 Medicine – Table Completion (V)
Complete the table with the words given.
antibiotics
antidepressants
anxiety
blood pressure pills
40
blood thinners
diuretics
epilepsy drugs
headaches, muscle aches and pains
heart medicine
indigestion pills
insomnia
lower high blood sugar
man’s best friend
mom’s bone pills
rheumatoid arthritis
Professional English word
Common English word
Usage
Analgesics
pain pills
………………………………………………
Antacids
………………………………………….
heartburn
Antiarthritic
rheumatism pills
……………………………………………..
…………………………………………..
bug killers
microbial infections
Anticoagulants
…………………………………………..
prevent blood clots
Anticonvulsants
………………………………………….
prevent seizures
…………………………………………..
uppers
relieve depression
Antihypertensives
………………………………………….
lower high blood pressure
Cardiac drugs
………………………………………….
treat abnormal heart rhythms, heart
failure and angina pectoris
…………………………………………
water pills
remove excess water from the body
Erectile disfunction
…………………………………………...
impotency
Hypnotics
sleeping pills
……………………………………………
Hypoglycemic agents
diabetic drugs
……………………………………………
41
Osteoporosis medicine
………………………………………..
strengthens bones
Tranquillizers
downers
…………………………………………..
www.dmu.edu
www.en.wikipedia.org
www.dailymail.co.uk
www.worldhealth.net
SPEAKING
1.12.3 A Prescription (S)
Discuss the questions with your partner.
When did you last take medicine? What was your problem? What medicine did you get?
READING
1.12.4 Completing Prepositions – Doctor-Patient Dialogue (R)
Complete the missing prepositions.
Patient: What about my sleeping problems I've been having?
Doctor: I'm going to give you a prescription 1. ……… some medicine to help you get a better night's
sleep.
Patient: Thank you doctor.
Doctor: Here, you can get this prescription 2. ……any pharmacy.
Patient: How often should I take the medicine?
Doctor: Just take one pill about 30 minutes before you go 3. …….bed.
42
Patient: How long should I take them?
Doctor: The prescription is 4. ……thirty days. If you're not sleeping well after thirty days, I'd like you
to come 5. …… .
Patient: Is there anything else I can do to help me sleep 6. …… night?
Doctor: Don't worry so much about things 7. …… work. I know, I know. Easier said than done.
Patient: Should I stay home 8. ……work?
Doctor: No, I don't think that's necessary. Just remember to stay calm.
http://esl.about.com/od/intermediatereading
WRITING
1.12.5 Expressions (W)
Put the following words and expressions in a sentence:
prescription …………………….………………………………………………………………………………………………..
to get a good night's sleep .……………………………………………………………………………………………….
pharmacy ………………………..……………………………………………………………………………………………….
to take medicine ……………..……………………………………………………………………………………………….
take a pill …………………….…………………………………………………………………………………………………..
stay calm …………………….……………………………………………………………………………………………………
1.13 MEDICAL TERMINOLOGY
www.nlm.nih.gov
VOCABULARY DEVELOPMENT
1.13.1 Combining Forms (V)
Match the root words and their meaning.
1.
2.
3.
4.
5.
biocyan(o)dors(o)erythr(o)fibr(o)-
A. red, redness
B. white
C. night
D. heat
E. woman
43
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
gyn(o)hydr(o)immun(o)kinesi(o)leuk(o)lip(o)melan(o)micr(o)noct(i)oncophagophyt(o)pharmacospir(o)therm(o)-
F. eating, swallowing
G. blue
H. tumour
I. life
J. back
K. fibre
L. plant
M. breathing
N. water
O. safe, immune
P. fat
Q. motion
R. black, pigmented
S. small
T. drugs, medicine
www.medicalterminology4fun.com
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
44
1.14 List of Words
Unit 1
The Human Body
abbreviation
rövidítés
abdomen
has
access
hozzáférés
accompany
követ, kísér
accumulation
felhalmozódás
accurate
pontos
aching
sajgó
acquire
szerez
alert
figyelmeztet
allergist
allergológus
amplify
felerősít
an(a)esthetic
érzéstelenítő
analgesic
fájdalomcsillapító
an(a)emia
vérszegénység
an(a)esthesiologist
altató orvos
antacid
savcsökkentő
anterior
elülső
antiarthritic
ízületi gyulladást csökkentő szer
anticoagulant
véralvadásgátló
anticonvulsant
görcsoldó, antiepileptikum
antidote
ellenméreg
antihypertensive
vérnyomáscsökkentő
anti-inflammatory
gyulladáscsökkentő
45
anxiety
szorongás
appetite loss
étvágytalanság
armpit
hónalj
arrange an appointment
időpontot egyeztet
artery
artéria
exhaustion
kimerültség
ball
a talp felső, párnás része
bandage
kötés, kötszer
beard
szakáll
bedpan
ágytál
bladder
húgyhólyag
blood test
vérvétel
bring on
előidéz, kivált
buttocks
fenék
calf
lábszár, vádli
cannula
kanül, punkciós tű
cardiologist
kardiológus
cardiovascular system
szív- és érrendszer
cataract
szürkehályog
catheter
katéter
cheek
orca, pofa
chills
hidegrázás
chin
áll
circulatory system
keringési rendszer
clot
alvad
confirm
megerősít
confusion
zavartság
46
constipation
székrekedés
contaminated
fertőzött
contraceptive
fogamzásgátló
copious
bőséges, nagy mennyiségű
coronal, frontal plane
koronális sík
coxa
csípőcsont
cryptosporidiosis
cryptosporidiumos fertőzés
decisive
határozott
defibrillator
defibrillátor
dementia
demencia, elbutulás
dengue fever
trópusi náthaláz
denture
műfogsor
dermatologist
bőrgyógyász
deterioration
romlás, rosszabbodás
digestive system
emésztőrendszer
dilate
tágít, tágul
diuretic
vízhajtó
dull
tompa
dysuria
fájdalmas vizelés
emetic
hánytató
endemic
helyi járvány
endocrine system
hormonrendszer
enema
beöntés
ENT specialist
fül-orr-gégész
epidemic
járvány
(o)esophagus, gullet
nyelőcső
excess
túlzott, fölösleges
47
excruciating
kínzó, gyötrő
expectorant
köptető
eyebrow
szemöldök
eyelashes
szempilla
f(a)eces
széklet
fatal
halálos
fatigue
fáradtság
febrile
lázas
f(o)etus
magzat
fingernail
köröm
flight of stairs
lépcsősor
forearm
alkar
forehead
homlok
fracture
csonttörés
general practitioner
háziorvos
get to the bottom of sg
végére jár vminek
glaucoma
zöldhályog
gout
köszvény
griping
görcsös (hascsikarás)
gum
íny
gyn(a)ecologist
nőgyógyász
hair loss
hajhullás
heartburn
gyomorégés
h(a)emorrhaging
vérzés
hepatitis
májgyulladás
horizontal, cross-sectional plane
haránt sík
hypnotic
altató
48
hypertension
magas vérnyomás
incapacitate
cselekvőképességétől megfoszt
index finger
mutató ujj
infectious disease
fertőző betegség
inferior
alsó
insomnia
álmatlanság
instantly
azonnal
instep
rüszt, lábfej felső része
integumentary system
a bőr
internal organ
belső szerv
internist
belgyógyász
intestine
bél
intracranial
koponyán belüli
intramuscular
izomba
intravenous
vénába
intriguing
sok fejtörést okozó
irregular heart rhythm
szívritmuszavar
irreparable
helyrehozhatatlan
irritability
ingerlékenység
itching
viszketés
jaundice
sárgaság
jaw
állkapocs
knuckle
ujjperc, ujjízület
laxative
székletlazító
leg cramp
láb görcs
little finger
kisujj
look ship shape
rendben van
49
lymphatic system
nyirokrendszer
macular degeneration
makula-degeneráció
measles
kanyaró
meningitis
agyhártyagyulladás
menopause
változókor
mercury thermometer
higanyos lázmérő
middle finger
középső ujj
midsagittal plane
középvonal
midwife
szülésznő
moderate
mérsékelt
moustache
bajusz
musculoskeletal system
vázizom rendszer
mycoplasma
mycoplasma (baktérium)
narcotic
narkotikum, erős fájdalomcsillapító
nasal congestion
orrdugulás
naturopath
természetgyógyász
nebulizer
porlasztókészülék
nervous system
idegrendszer
neurologist
ideggyógyász
nostril
orrlyuk
oblique
ferde
obstetrician
szülész
oncologist
onkológus
onset
kezdet, kiindulás
ophthalmologist
szemész
ophthalmoscope
szemtükör
osteoporosis
csontritkulás
50
otoscope
fültükör
over the counter
nem vényköteles
palm
tenyér
pancreas
hasnyálmirigy
particle
részecske, darabka
pathologist
patológus
p(a)ediatrician
gyerekgyógyász
perspiration
izzadás, verejtékezés
pharmacy
gyógyszertár
phlegm
nyálka, nyák
photophobia
fényérzékenység
plastic surgeon
plasztikai sebész
pneumonia
tüdőgyulladás
polyuria
gyakori vizelés
posterior
hátulsó
prescription
vény, recept
profusely
nagyon, bőségesen
psychiatrist
pszichiáter
pupil
pupilla
radiologist
radiológus
rank
rangsorol
respiratory system
légzőrendszer
recover
felépül, meggyógyul
reflex hammer
reflex kalapács
reproductive system
szaporító szervrendszer
rheumatologist
reumatológus
ring finger
gyűrűsujj
51
roll up
felhúz, feltűr
rotavirus
rotavírus
sagittal plane
szagittális, nyílirányú sík
saliva
nyál
scale
skála
section
metszet
sedative
nyugtató
seizure
roham
sensory disturbance
érzékzavar
severe
súlyos, komoly
sexually transmitted disease
nemi úton terjedő betegség
shed
hullajt, leejt
shiver
rázza a hideg
shooting
nyilalló
side burn
oldalszakáll
sinus
melléküreg
slight fever
hőemelkedés
sleeping sickness
afrikai álomkór
sneeze
tüsszentés
sphygmomanometer
vérnyomásmérő
spinal cord
gerincvelő
stabbing
szúró
stiff neck
merev nyak
stiffness
merevség
stomach ulcer
gyomorfekély
strengthen
erősít
stuffy
tele van, be van dugulva
52
sucker
szívókészülék
superior
felső
suppress
elnyom
syringe
fecskendő
tender
érzékeny, fájós
tendinitis
íngyulladás
thigh
comb
thumb
hüvelykujj
thyroid
pajzsmirigy
tongue depressor
nyelvlenyomó spatula
tranquillizer
nyugtató, szorongás csökkentő
tsetse fly
cecelégy
tuning fork
hangvilla
typhoid
tífusz
unendurable
elviselhetetlen
upper arm
felkar
upright
álló
urinary incontinence
vizelettartási probléma
urinary system
kiválasztó rendszer
vicious circle
ördögi kör
waist
derék
waterborne
víz által terjesztett
weighing scale
mérleg
weight gain
hízás
windpipe
légcső
withdrawal
megvonás, elvonás
wrist
csukló
53
UNIT 2 THE SKELETAL SYSTEM
Aims of the Unit
After completing this unit you will know parts and functions of the skeletal system. You will also
learn about the most common
• diseases
•disorders affecting this system.
54
2.1 THE SKELETON
VOCABULARY DEVELOPMENT
2.1.1 Structure and Function of the Skeletal System (V)
1.Complete the missing vowels.
The skeletal system includes the bones of the sk_l_t_n and the c_rt_l_g_s, l_g_m_nts, and other
c_nn_ct_ve t_ss_ _ that stabilize or connect the bones. In addition to supporting the weight of the
body, bones work together with m_scl_s to maintain body position and to produce controlled,
precise movements.
http://my.clevelandclinic.org/anatomy/musculoskeletal_system
The skeleton is divided into two sections. One is appendicular skeleton - the bones of the limbs and
supporting thoracic (pectoral) and pelvic girdles. The other is the axial skeleton - the bones of the
body axis.
2.Based on the definitions above which one is appendicular and which one is axial skeleton in this
picture?
www.wcc.hawaii.edu
55
READING
2.1.2 Five Functions of Skeletal System (R)
Match the five functions of the skeletal system with their definitions:
1.
2.
3.
4.
5.
It provides support for the body.
It stores minerals and lipids.
It produces blood cells.
It protects body organs.
It provides leverage and movement.
A. Calcium is the most abundant mineral in the body. (Ninety-nine percent of the body's
calcium is found in the skeleton.) The calcium salts of bone are a valuable mineral reserve
that maintains normal concentrations of calcium and phosphate ions in body fluids. The
bones of the skeleton also store energy reserves as fat in areas filled with yellow marrow.
B. Many bones function as levers that can change the magnitude and direction of the forces
generated by muscles.
C. Many soft tissues and organs are surrounded by skeletal elements. For example, the rib
cage protects the heart and lungs, the skull protects the brain, the vertebrae protect the
spinal cord, and the pelvis protects the reproductive organs.
D. Red blood cells, white blood cells, and other blood elements are produced in the red
marrow, which fills the internal cavities of many bones.
E. The skeletal system provides structural framework for the entire body. Individual bones or
groups of bones provide a framework for the attachment of soft tissues and organs.
http://my.clevelandclinic.org/anatomy/musculoskeletal_system
READING
2.1.3 Bone Structure (R)
www.atlantaequine.com
56
Read this section and take notes about compact and spongy bones in the table below.
Each bone in the skeleton contains two forms of tissue: compact (dense) bone that is relatively
solid and spongy (cancellous) bone that forms an open network of struts and plates. Compact bone
is found on the external surface of the bone. Spongy bone is located inside the bone. The
proportion of compact and spongy bone varies with the shape of the bone. Compact bone is
thickest where stresses arrive from a limited range of directions. Spongy bone is located where
bones are not heavily stressed or where stresses arrive from many directions. Spongy bone is much
lighter than compact bone, which helps reduce the weight of the skeleton and makes it easier for
muscles to move the bones.
http://my.clevelandclinic.org/anatomy/musculoskeletal_system
Type of bone
Features of bone
57
READING
2.1.4 Bone Development and Growth (R)
Put the verbs in the correct form.
The growth of the skeleton 1. (determine) …………………. the size and proportions of the body. Bones
2. (begin) …………………… to form in a mother's womb about six weeks after fertilization, and
portions of the skeleton 3. (not stop)……………….. growing until about the age of 25. Most bones 4.
(originate) ………………… as hyaline cartilage. The cartilage gradually 5. (convert) ………………. to bone
through a process called ossification. Bone growth 6. (begin) ………………. at the center of the
cartilage. As bones 7.(enlarge) …………….., bone growth activity 8. (shift) ……………… to the ends of
the bones (an area commonly 9. (call) ……………….. the growth plate), which 10. (result)
………………….. in an increase in bone length.
Bone growth facts


Twenty percent of the adult skeleton 11. (replace) ………………….. each year.
Moderate amounts of physical activity and weight-bearing activities 12. (be) ……………..
essential to stimulate bone maintenance and to maintain adequate bone strength.
http://my.clevelandclinic.org/anatomy/musculoskeletal_system
VOCABULARY DEVELOPMENT
2.1.5 Other Elements of the Skeletal System (V)
Complete the definitions with the words given.
cartilage, tendons, skeletal muscles, fibrocartilage, joints, nerves, ligaments, hyaline cartilage,
elastic cartilage
1. ………………..…. are where two bones interconnect. Each reflects a compromise between
stability and range of motion. For example, the bones of the skull are very stable but with
little motion, whereas it allows a full range of motion in your shoulder but it is relatively
unstable.
2. ………………..….. attach muscle to bone.
3. …………….……... attach bone to bone.
4. ………………….... contract to pull on tendons and move the bones of the skeleton. In addition
to producing skeletal movement, muscles also maintain posture and body position, support
soft tissues, guard entrances and exits to the digestive and urinary tracts, and maintain
body temperature.
58
5. ………………….. control the contraction of skeletal muscles, interpret sensory information,
and coordinate the activities of the body's organ systems.
6. ………………….... is a type of connective tissue. It is a firm gel-like substance. The body
contains three major types of it: hyaline, elastic, and fibrous.
7. ………………….. is the most common type of cartilage. This type of cartilage provides stiff but
somewhat flexible support. Examples in adults include the tips of ribs (where they meet the
sternum) and part of the nasal septum. Another example is articular cartilage, which is
cartilage that covers the ends of bones within a joint. The surface of articular cartilage is
slick and smooth, which reduces friction during joint movement.
8. …………………… provides support but can tolerate distortion without damage and return to its
original shape. The external flap of the ear is one place where this elastic substance can be
found.
9. …………………... resists compression, prevents bone-to-bone contact, and limits relative
movement. It can be found within the knee joint, between the pubic bones of the pelvis,
and between the spinal vertebrae.
http://my.clevelandclinic.org/anatomy/musculoskeletal_system
www.nlm.nih.gov
www.click4biology.info
www.aviva.co.uk
59
2.2 JOINT PAIN
SPEAKING
2.2.1 What Keeps the Joints Healthy? (S)
What would you suggest to a patient with joint problems? Discuss the question with your partner.
VOCABULARY DEVELOPMENT
2.2.2 Doctor - Patient Dialogue - Joints
Complete the dialogue with the missing words. The first two letters have been given for you.
Patient: Good morning. Doctor Smith?
Doctor: Yes, please come in.
Patient: Thank you.
Doctor: What have you come in for 1. to _ _ _ Mrs Brown?
Patient: I've been having some pain in my joints, especially the 2. kn _ _ _.
Doctor: How long have you been having the pain?
Patient: I'd say it started three or four months ago. It's been getting 3. wo _ _ _ recently.
Doctor: Are you having any other problems like weakness, 4. fa _ _ _ _ _ or headaches?
Patient: Well I've certainly 5. fe_ _ under the weather.
Doctor: Right. How much physical 6. ac _ _ _ _ _ _ do you get? Do you do any sports?
Patient: Some. I like to play tennis about 7. on _ _ a week. I take my dog for a walk every morning.
Doctor: OK. Let's have a look. Can you 8. po_ _ _ to the area where you are having pain?
http://esl.about.com/od/intermediatereading
WRITING
2.2.3 Summing up a Case (W)
Sum up Mrs Brown’s case in five sentences.
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
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2.3 THE SPINAL COLUMN
VOCABULARY DEVELOPMENT
2.3.1 Parts of the Spinal Column (V)
Complete the missing words with the help of the pictures.
www.spineuniverse.com
The vertebral column (spinal column) supports the head and encloses the spinal cord. The spinal
column is comprised of 26 individual bones, these bones are referred to as vertebrae. The spinal
column is divided into 5 different areas containing groups of vertebrae and are grouped as follows:
• seven cervical vertebrae in the ………………………………
• twelve thoracic vertebrae in the upper ……………………………. corresponding to each pair of ribs
• five lumbar vertebrae in the …………………………… back
• five sacral vertebrae which are fused together to form one …………………………… called the sacrum
• four coccygeal vertebrae that are fused together to form the coccyx or ……………………….. .
The vertebrae are referred to by their name and number, counting down from the top of the spinal
column as follows:
The cervical vertebrae are C1 - C7
61
The thoracic vertebrae are T1 –T12
The lumbar vertebrae are L1 – L5
The sacrum and coccyx do not have numbers and each is thought of as one bone. Spinal nerves exit
the sacrum and coccyx at levels within the main structure of each vertebra.
http://www.apparelyzed.com/spine.html
VOCABULARY DEVELOPMENT
2.3.2 Noun Forms of Adjectives (V)
What are the noun forms of these adjectives?
Adjective
Noun
vertebral
………………………………………………………
spinal
………………………………………………………
cervical
………………………………………………………
thoracic
………………………………………………………
lumbar
………………………………………………………
sacral
………………………………………………………
coccygeal
..…………………………………………………….
2.4 HERNIATED DISC
SPEAKING
2.4.1 The Definition of Hernia (S)
What do we understand by hernia? Can you give a definition?
62
www.mdguidelines.com
READING
2.4.2 Herniated Disc (R)
Choose the word that completes the sentence.
Herniated disc is a relatively 1. common/commonly condition that can occur anywhere along the
spine, but most often affects the lower back or neck region. Also known as a slipped disc or
ruptured disc, a herniated disc develops when one of the cushion-like pads between the vertebrae
moves out of position and presses on adjacent nerves.
Herniated discs are typically 2. causing/caused by overuse injuries or trauma to the spine; however,
disc conditions can also develop as a result of the normal aging process. It is also known that there
is a genetic factor that contributes to the development of disc degeneration and herniated disc. In
most cases, a herniated disc in the 3. upper/lower back will heal within six months, as the size of
herniation shrinks with time via resorption. Surgery may be needed if medication, physical therapy
and other treatments fail.
What is a disc?
Spinal discs are cushion-like pads located 4. between/among the vertebrae. Without these “shock
absorbers,” the bones in the spine would grind against one another. In addition to giving the spine
flexibility, discs protect the spine by absorbing the impact of trauma and body weight. A herniated
disc occurs when the outer layer tears or ruptures and the gel-like center 5. drips/leaks into the
spinal canal.
When a disc herniates and spills into the spinal canal, it can cause compression of the nerves or
spinal cord. Intense, debilitating pain and alterations in sensation often occur. In addition, the gellike substance inside the disc releases chemical irritants that 6. contribute/belong to nerve
inflammation and pain.
What causes a herniated disc?
As we age, the spinal discs gradually lose fluid volume. This process starts at about age 30 and
progresses slowly, over time. As the discs dry out, microscopic cracks or tears 7. should/ can form
63
on the outer surface, causing it to become brittle, weak and more susceptible to injury. The most
common causes of herniated disc are:






Wear and tear: Discs dry out and aren’t as flexible as they once were.
Repetitive movements: Work, lifestyle, and certain sports activities that put stress on the
spine, especially the lower back, further weaken an 8. already/almost vulnerable area.
Lifting the wrong way: Never lift while bent at the waist. Proper lifting entails lifting with
your legs and a straight back.
Injury: High-impact trauma can cause the disc to bulge, tear or rupture.
Obesity: Carrying excess weight puts an undue amount of strain on the spine.
Genetics: There are some genes that are more commonly present in individuals with disc
degeneration.
What are the symptoms of a herniated disc?
Pain 9. from/on a herniated disc can vary, depending on the location and severity of the injury. It is
typically felt on one side of the body.
Herniated disc can manifest itself with a range of symptoms, including:




Dull ache to severe pain
Numbness, tingling, burning
Muscle 10. weak/weakness, spasm, altered reflexes
Loss of bowel or bladder control (Note: These symptoms constitute a medical emergency. If
they occur, seek medical attention immediately).
How is a herniated disc diagnosed?
A herniated disc is likely if low back pain is accompanied by radiating leg pain in a nerve root
distribution, and other neurologic deficits such as numbness, weakness, and altered reflexes.
Imaging studies are usually ordered to 11. strengthen/confirm a diagnosis of herniated disc. X-rays
are not the imaging medium of choice because soft tissues (eg, discs, nerves) are hard to capture
with this technology. However, they may be used as an initial tool to rule out other disorders such
as a growth or fracture. Confirmation of the suspicion of herniated disc is generally accomplished
with:

Magnetic Resonance Imaging (MRI): This technology reveals the spinal cord, surrounding
soft tissue and nerves. It is the best imaging study to support the diagnosis of a herniated
disc.
Herniated discs sometimes heal on their own 12. through/across a process called resorption. This
means that the disc fragments are absorbed by the body. Most people suffering from herniated
disc respond well to conservative treatment and do not require surgery.
www.spineuniverse.com
64
2.5 SKELETAL SYSTEM TERMINOLOGY
VOCABULARY DEVELOPMENT
2.5.1 Skeletal System Root Words (V)
Memorize the most important skeletal system root words.
oste/o
chondr/o
arthr/o
myel/o
ten/o, tendin/o
ligament/o
burs/o
my/o, myos/o
bone
cartilage
joint
bone marrow
tendon (binds muscle to bone)
ligament (binds bone to bone)
bursa, “bag”, (shock absorber between tendons and bones)
muscle
www.dmu.edu
Suffixes:
-malacia
-porosis
-trophy
-algia, algesia
-itis
softening
porous
development, stimulation, maintenance (increase in size and strength of muscles)
pain
inflammation
-oma
tumour
-cyte
cell
-plasty
surgical repair
www.dmu.edu
WRITING
2.5.2 Analyzing Words (W)
Based on the information above analyze the following words:
osteitis ……………………………………………………………………………………………………………………………………..
osteocyte ………………………………………………………………………………………………………………………………….
chondroma ……………………………………………………………………………………………………………………………….
arthroplasty ……………………………………………………………………………………………………………………………..
65
myeloma ………………………………………………………………………………………………………………………………….
tendinitis …………………………………………………………………………………………………………………………………
bursitis …………………………………………………………………………………………………………………………………….
myoma …………………………………………………………………………………………………………………………………….
osteomalacia ……………………………………………………………………………………………………………………………
osteoporosis …………………………………………………………………………………………………………………………….
myalgia …………………………………………………………………………………………………………………………………….
arthralgia …………………………………………………………………………………………………………………………………
www.dmu.edu
2.6 RICKETS
VOCABULARY DEVELOPMENT
2.6.1 The Definition of Rickets (V)
Study the definition of rickets.
A deficiency disease resulting from a lack of vitamin D or calcium and from insufficient exposure to
sunlight, characterized by defective bone growth and occurring chiefly in children. Also called
rachitis.
www.zazzle.co.uk
66
LISTENING
2.6.2 Rickets – Listening Comprehension (L)
You will listen to a recording on rickets. Complete the sentences while listening to the text.
Source: https://youtu.be/2ULfxsJKBuw
1. Rickets leads to a ………………………………………………………………… and malformation of the bones.
2. There are two types of rickets: one is ………………………………………………. and the other is when
you do not have enough vitamin D in your ………………………………………………… or have no sun
…………………………………………..………. .
3. Vitamin D plays an important role in your body’s ……………………….……………………………. and use of
phosphorus and ……………………………………….………… .
4. In rickets there are skeletal …………………………………….………………….., the hips and legs will
…………………………………………………………. and the head ………………………………….………………….. a bit.
5. If identified early it is a very ………………………………………..…..……… condition.
6. Most of our foods are supplemented with ………………………….………..……………….. and calcium.
7. Very ………………………………………………….. children will have rickets but if you notice any
malformation, bring it to the attention.
www.dermaharmony.com
67
VOCABULARY
2.6.3 Synonym Words (V)
Find a synonym word for the following.
a. bowing: ………………………………………………………………………………………
b. congenital: ………………………………………………………………………………...
c. create (vitamin D): …………………………………………………………………….
d. deficiency: ………………………………………………………………………………...
e. deformity: ………………………………………………………………………………….
f. enough: ……………………………………………………………………………………..
g. rickets: ……………………………………………………………………………………….
h. weaken (bone) : …………………………………………………………………………
2.7 OSTEOARTHRITIS
LISTENING
2.7.1 Osteoarthritis (L)
Listen to the recording and answer the following questions:
Source: http://youtu.be/F8YLJxiNh9Y
1. What joints can osteoarthritis affect most commonly?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
2. What role does the cartilage play in the knee?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
3. What function does the synovial fluid have?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
68
4. What happens to the bones when the cartilage is worn away?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
5. What is seen in the joint space?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
www.altimawellness.com
2.8 FRACTURES
SPEAKING
2.8.1 Fractures (S)
Discuss the following questions with your partner.
Have you had a break in a bone? If yes, when did it happen? How did it happen? How was it
treated?
READING
2.8.2 What Are Fractures? (R)
Find synonyms for the following from the text below:
a.
b.
c.
d.
A broken bone. ………………………………………………………………………………………………………………..
The bone breaks but there is no open wound in the skin. …………………………………………………
The bone breaks through the skin. …………………………………………………………………………………..
The bone cracks either partly or all of the way through, but does not move and maintains
its proper alignment. ……………………………………………………………………………………………………………
69
e. The bone is in many pieces. ……………………………………………………………………………………………..
f. The bone snaps into two or more parts and moves so that the two ends are not lined up
straight. …………………………………………………………………………………………………………………………...
A fracture is the medical term for a broken bone.
Fractures are common; the average person has two during a lifetime. They occur when the physical
force exerted on the bone is stronger than the bone itself.
Understanding Bone Fractures
Your risk of fracture depends, in part, on your age. Broken bones are very common in childhood,
though children's fractures are generally less complicated than fractures in adults. As you age, your
bones become more brittle and you are more likely to suffer fractures from falls that would not
occur when you were young.
There are many types of fractures, but the main categories are displaced, non-displaced, open, and
closed. Displaced and non-displaced fractures refer to the way the bone breaks.
www.eorthopod.com
In a displaced fracture, the bone snaps into two or more parts and moves so that the two ends are
not lined up straight. If the bone is in many pieces, it is called a comminuted fracture. In a nondisplaced fracture, the bone cracks either partly or all of the way through, but does not move and
maintains its proper alignment.
http://firstaid.lastingaid.co.za
70
A closed fracture is when the bone breaks but there is no puncture or open wound in the skin. An
open fracture is one in which the bone breaks through the skin; it may then recede back into the
wound and not be visible through the skin. This is an important difference from a closed fracture
because with an open fracture there is a risk of a deep bone infection.
VOCABULARY DEVELOPMENT
2.8.3 Fracture Types (V)
What types of fracture can you see in the pictures below? Match fracture types 1-6 with the correct
pictures A-F.
A
B
C
D
E
F
1. Greenstick fracture: an incomplete fracture in which the bone is bent. This type occurs
most often in children.
2. Spiral racture: a fracture which is characterised by a spiral. It is often denoted as being
caused by torsion or force onto the bone.
3. Transverse fracture: a fracture at a right angle to the bone's axis.
4. Oblique fracture: a fracture in which the break has a curved or sloped pattern.
5. Comminuted fracture: a fracture in which the bone fragments into several pieces.
6. An impacted fracture is one whose ends are driven into each other. This is commonly
seen in arm fractures in children and is sometimes known as a buckle fracture. Other
types of fracture are pathologic fracture, caused by a disease that weakens the bones,
and stress fracture, a hairline crack.
http://www.webmd.com/a-to-z-guides/understanding-fractures-basic-information
71
2.9 BONES AND FEATURES OF THE FOOT
VOCABULARY DEVELOPMENT
2.9.1 Bones and Arches of the Foot (V)
Revise your knowledge about the foot with the help of the pictures.
https://myhealth.alberta.ca
www.danceproject.ca
72
www.footpainreliefstore.com
VOCABULARY DEVELOPMENT
2.9.2 Matching Foot Related Words (V)
Try and guess the meaning of the following words by matching the pairs.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
chiropodist, podiatrist
pes planus
congenital
arch support
initial
temporary
orthotic
prominent
gait
athlete
A.
B.
C.
1. a person trained to compete in sports or exercises
2. a manner of walking
3. lasting for a limited time
4. a person who treats disorders of the feet
5. an abnormal condition, existing at birth
6. a foot afflicted with a fallen arch
7. relating to, or occurring at the beginning
8. a device that bears the weight of another thing, e.g. foot
9. a device used to correct an orthopedic problem
10. projecting outward or upward from a line or surface
D.
E.
F.
www.stromfront.org
73
G.
H.
I.
J.
LISTENING
2.9.3 Flat Feet (L)
Watch this video on flat feet and answer the questions.
Source: http://youtu.be/G8ZDMyxe0R0
1.What are the two types of flat feet?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
2.How does an arch support take its effect?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
3.What does prescription orthotic treatment involve?
…………………………………………………………………………………………………………………………………………
4.What are the „side effects” of flat feet?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
5.How can the flat footed problem affect your activity?
………………………………………………………………………………………………………………………………………
.……………………………………………………………………………………………………………………………………
www.4run.pl
74
2.10 List of Words
Unit 2
The Musculoskeletal System
abundant
bőséges
accomplish
véghezvisz
Achilles tendon injury
Achilles ín-sérülés
altered
megváltozott
ankle guard
bokavédő
anterior cruciate ligament
elülső keresztszalag
appendicular skeleton
függesztő öv
arch
boltozat
arch support
talpbetét
arthritis
ízületi gyulladás
articular cartilage
ízületi porc
assess
felmér
athlete
sportoló
attach
hozzácsatol
axial skeleton
tengely menti váz
bend
hajlik, hajlít
bowing
behajlás
bracing
szíjazás, merevítés
bruising
véraláfutás
buckle fracture, impacted fracture
dudoros törés
bulge
kitüremkedés
bursa
nyáktömlő
75
calacneus
sarokcsont
carpal (bone)
kéztőcsont
cartilage
porc
cavity
(test)üreg
cervical vertebra
nyakcsigolya
clavicle, collarbone
kulcscsont
coccyx, coccyges
farokcsont, farokcsontok
comminuted fracture
szilánkos törés
compact bone
tömör csontállomány
confirmation
megerősítés
congenital
veleszületett
connective tissue
kötőszövet
corn
tyúkszem
crack
repedés
cranium
koponya
deficiency
hiány
dislocation
ficam
distal
távoli, távolabbi
distortion
torzulás
ethmoid
rostacsont
evaluate
értékel
exposure
kitétel, kitettség
feel under the weather
gyengélkedik
femur
combcsont
fertilization
megtermékenyítés
fibrocartilage
rostos porc
fibula
szárkapocscsont
76
fragment
darabka
framework
váz
friction
súrlódás
frontal bone
homlokcsont
gait
járás
greenstick fracture
zöldgally törés
growth plate
növekedési sík
hairline crack
hajszálrepedés
hernia
sérv
humerus
felkarcsont
hyaline cartilage
üvegporc
impact
behatás
improper
nem megfelelő
ingrown toenail
lábköröm benövés
initial
kezdeti
insufficient
nem elegendő
intervertebral disc
porckorong
joint
ízület
leverage
emelő erő, emelő hatás
ligament
szalag
limb amputation
végtag amputáció
longitudinal
hosszanti
lumbar vertebra
ágyékcsigolya
magnitude
nagyság
maintenance
fenntartás
malformation
deformáltság, idomtalanság
mandible
alsó állkapocs
77
manifest
megnyilvánul, kimutat
marrow
csontvelő
maxilla
felső állkapocs
meniscus
térdízület porcgyűrűje
metabolism
anyagcsere
metacarpal (bone)
kézközépcsont
metatarsal
lábközépcsont
misalign
rosszul áll össze, rosszul kapcsolódik
nasal bone
orrcsont
nasal septum
orrsövény
numbness
zsibbadás
oblique fracture
ferde törés
occipital bone
nyakszirtcsont
orthop(a)edist
ortopédus
orthotic
protézis, talpbetét
ossification
csontosodás
osteomalacia
csontlágyulás
osteopath, osteopathic physician
csontkovács
overtraining
túlzott edzés
overuse
lestrapálás
parietal bone
falcsont
patella
térdkalács
pelvis
medence
pes planus, flat feet
lúdtalp
phalanx, phalanges
ujjperc, ujjpercek
pelvic girdle
medenceöv
physical therapist
gyógytornász
78
podiatrist
láb specialista
posterior cruciate ligament
hátulsó keresztszalag
precaution
elővigyázatosság, óvintézkedés
prominent
kidülledő, kiálló
proportion
arány
provide
biztosít
proximal
közeli, közelebbi
pubic bone
szeméremcsont
puncture
kilyukadás
radius
orsócsont
reduce
helyreállít, visszaállít
repetitive
ismétlődő
resorption
újra felszívódás
rheumatologist
reumatológus
rib
borda
rickets, rachitis
angolkór
rotate
forog
rupture
szakadás, repedés
sacrum
keresztcsont
scapula, shoulder blade
lapocka
severity
súlyosság
skeleton
csontváz
slipped disc, ruptured disc
porckorong sérv
snap
roppan, eltör
spasm
görcs
sphenoid bone
ékcsont
spinal cord
gerincvelő
79
spiral fracture
spirális törés
splint
sín
spongy bone
szivacsos csontállomány
sprain
szalagszakadás
spur
csontkinövés
sternum, breast bone
szegycsont
store
raktároz
strain
izomhúzódás
stress fracture
túlterhelésből adódó törés
stretching
nyújtás
strut
támasztás, merevítés
substance
anyag
support
alátámasztás
surface
felszín
susceptible
hajlamos, fogékony
swelling
duzzanat, dudor
synovial fluid
ízületi nedv
talus
bokacsont
tarsal (bone)
lábtőcsont
tear
szakadás
temporal bone
halántékcsont
temprorary
átmeneti
tenderness
fájósság, érzékenység
tendon
ín
thoracic vertebra
hátcsigolya
tibia
sípcsont
tingling
bizsergés
80
transverse fracture
haránt törés
transverse ligament
haránt szalag
ulna
singcsont
vertebra
csigolya
vertebral column
gerincoszlop
vomer
ekecsont
vulnerable
sérülékeny
warm-up
bemelegítés
weaken
gyengít
wear and tear
kopás
wear away
kopik, elhasználódik
weight-bearing
terhelés
zygomatic bone
járomcsont
81
Unit 3 THE CARDIOVASCULAR SYSTEM
Aims of the unit
After completing this unit you will have knowledge about parts and function of the heart. You will
learn
• how to keep your heart healthy
• about heart problems and diseases.
82
3.1 THE HEART
www.nhlbi.nih.gov
READING
3.1.1 The Heart (R)
Complete the text with the missing words. The number of letters has been given for you.
Everyone knows that the heart is a 1. _ _ _ _ _ organ. We cannot live without our heart. However,
when you get right down to it, the heart is just a pump. A complex and important one, yes, but still
just a pump. As with all other pumps it can become clogged, 2. _ _ _ _ _ down and need repair.
This is why it is critical that we know how the heart works.
The heart is a hollow, cone-shaped 3. _ _ _ _ _ _ located between the lungs and behind the sternum
(breastbone). Two-thirds of the heart is located to the left of the midline of the body and 1/3 is to
the right.
The apex (pointed end) points down and to the 4. _ _ _ _ . The heart is 12 cm long, 8-9 cm wide and
6 cm from front to back, and is roughly the size of your 5. _ _ _ _ . The average weight of a female
human heart is 255 grams and a male's heart is 300 grams.
The heart has three layers. The smooth, inside lining of the heart is called the endocardium. The
6. _ _ _ _ _ _ layer of heart muscle is called the myocardium. It is surrounded by a fluid filled sac
called the pericardium.
http://health.howstuffworks.com/human-body/systems/circulatory/heart3.htm
83
VOCABULARY DEVELOPMENT
3.1.2 Chambers and Valves of the Heart (V)
1.Mark the chambers in the picture below.
The heart is divided into four chambers:




right atrium (RA)
right ventricle (RV)
left atrium (LA)
left ventricle (LV)
www.uofmhealth.org
2.Find the correct word: aortic valve, tricuspid valve, mitral valve, pulmonary valve.
Each chamber has a sort of one-way valve at its exit that prevents blood from flowing backwards.
When each chamber contracts, the valve at its exit opens. When it has finished contracting, the
valve closes so that blood does not flow backwards.
1.
2.
3.
4.
The …………………………………….... is at the exit of the right atrium.
The …………………………………….... is at the exit of the right ventricle.
The …………………………………….… is at the exit of the left atrium.
The …………………………………….… is at the exit of the left ventricle.
http://health.howstuffworks.com/human-body/systems/circulatory/heart3.htm
84
www.drugs.com
READING
3.1.3 Heart Cycle (R)
Complete the missing words.
www.texasheartinstitute.org
When the heart muscle contracts or 1. …………………….. (called systole), it pumps blood out of the
heart. The heart contracts in two stages. In the first stage, the right and left 2. …………………..
contract at the same time, pumping blood to the right and left ventricles. Then the ventricles
contract together to propel 3. ………………………. out of the heart. Then the heart muscle relaxes
(called diastole) before the next 4. …………………….. . This allows blood to 5. ………………….. up the
heart again. The right and left sides of the heart have 6. …………………… functions. The right side of
the heart collects oxygen-poor blood from the body and pumps it to the 7. ………..……. where it
picks up oxygen and releases carbon dioxide. The left side of the heart then collects oxygen-rich
blood from the lungs and pumps it to the body so that the cells throughout your body have the 8.
………………………. they need to function properly.
http://health.howstuffworks.com/human-body/systems/circulatory/heart3.htm
85
3.2 HEART HEALTH TIPS
www.firstlighthomecare.com
READING
3.2.1 Giving Advice to Your Patient How to Keep His Heart Healthy (R)
Match the headings with their contents.
1.
2.
3.
4.
5.
Know your numbers.
Get moving.
Eat for heart health.
Don't smoke and avoid second hand smoke.
Aim for a healthy weight.
A. People who smoke are up to six times more likely to suffer a heart attack than non-smokers. If
you smoke, QUIT!
B. Make a commitment to be more physically active. Every day, aim for 30 minutes of moderateintensity activity such as taking a brisk walk, raking, dancing, light weight lifting, house cleaning
or gardening.
C. If you do not know your ideal weight, ask your doctor. The more overweight you are, the higher
your risk for heart disease.
D. Choose a diet low in saturated fat, trans fat, sodium and cholesterol. Be sure to include whole
grains, vegetables, and fruits.
E. Ask your doctor to check your blood pressure, cholesterol (total, HDL, LDL, triglycerides), and
blood glucose. Work with your doctor to improve any numbers that are not normal.
http://www.bostonscientific.com
86
VOCABULARY DEVELOPMENT
3.2.2 Diet Tips for a Healthy Heart (V)
You want to give further diet tips to your patient for a healthy heart. The verbs have been removed.
Find the appropriate verb for each tip.
cook, eliminate, use, try, stay, eat, replace, choose, maintain
1. …………………… a diet low in fat, especially animal fats and palm and coconut oils. (These
foods contain saturated fat and cholesterol. Saturated fat and cholesterol can cause heart
disease.)
2. ……………………. a diet moderate in salt and sodium.
3. ……………………. or improve your weight.
4. …………………… fried foods and replace them with baked, steamed, boiled, broiled, or
microwaved foods.
5. ……………………. with oils which are low in fat and saturated fat like corn, sunflower, soybean,
olive and sesame oils. ………………….. away from oils that are high in fat and saturated fat.
6. ……………………. fatty cuts of meat with lean cuts of meat or low-fat meat alternatives.
7. In recipes requiring one whole egg ………………………. two egg whites as a lower fat
alternative.
8. ……………………… herbs and spices as seasoning for vegetables instead of salt and butter.
http://www.medicinenet.com/script/main/art.asp?articlekey=10292
SPEAKING
3.2.3 Physical Activity and Cardiovascular Health (S)
Discuss the questions with your partner:
Do you prefer indoor or outdoor activities?
What do you do to keep fit?
How often do you exercise?
Do you think gardening and housework can keep you fit?
87
www.czineth.com
www.dailymail.co.uk
READING
3.2.4 Physical Activity and Cardiovascular Health (R)
The first word of each paragraph has been removed. Find the missing words.
Even, Surveys, Less, Participation, The, More, People, Of, Cardiovascular, Lack
1. ……………………………………………… disease is the No. 1 killer in America. About 700,000
Americans died last year of CVD, accounting for over 29% of all deaths.
2. ……………………………………………… of physical activity is clearly shown to be a risk factor for
coronary heart disease.
3. ……………………………………………… relative risk of coronary heart disease associated with
physical inactivity ranges from 1.5 to 2.4, an increase in risk comparable with that observed
for high cholesterol, high blood pressure, and cigarette smoking.
4. ……………………………………………. active, less fit persons have a 30–50% greater risk of
developing high blood pressure.
5. …………………………………………… in regular physical activity gradually increased during the
1960s, '70s, and early '80s, but seems to have leveled off in recent years.
6. ………………………………………….. show that 28% of Americans aged 18 or older are not active at
all. 44% of adults get some exercise, but they do not do it regularly or intensely enough to
protect their hearts. Only 27% of American adults get enough leisure-time exercise to
achieve cardiovascular fitness.
7. ………………………………………….. with lower incomes and poor education are more likely to be
physically inactive.
8. …………………………………………. people aged 55 and older, 38% report essentially sedentary
lifestyles.
9. …………………………………………. low-to-moderate intensity activities, when done for as little as
30 minutes a day, can bring benefits. These activities include pleasure walking, climbing
stairs, gardening, yard work, moderate-to-heavy housework, dancing, and home exercise.
10. ………………………………………… vigorous aerobic activities, such as brisk walking, running,
swimming, bicycling, roller skating, and jumping rope—done most days of the week for at
least 30 minutes—are best for improving the fitness of the heart and lungs.
http://www.infoplease.com/ipa/A0904883.html
88
SPEAKING
3.2.5 Changing Exercise Habits (S)
Answer the question.
After having read the article would you change your exercising habits? How?
3.3 CHECK YOUR KNOWLEDGE ON THE HEART
READING
3.3.1 Healthy Heart Quiz (R)
Decide if the following statements are true or false.
www.quantachange.com
1. The risk factors for heart disease that you can do something about are: high blood pressure,
high blood cholesterol, smoking, obesity, and physical inactivity.
2. A stroke is often the first symptom of high blood pressure, and a heart attack is often the
first symptom of high blood cholesterol.
3. A blood pressure greater than or equal to 140/90 mm Hg is generally considered to be high.
4. The best ways to treat and control high blood pressure are to control your weight, exercise,
eat less salt (sodium), restrict your intake of alcohol, and take your high-blood-pressure
medicine, if prescribed by your doctor.
5. A blood cholesterol of 240 mg/dL is desirable for adults.
6. The most effective dietary way to lower the level of your blood cholesterol is to eat foods
low in cholesterol.
7. Lowering blood cholesterol levels can help people who have already had a heart attack.
8. Only children from families at high risk of heart disease need to have their blood
cholesterol levels checked.
89
9. Smoking is a major risk factor for four of the five leading causes of death including heart
attack, stroke, cancer, and lung diseases such as emphysema and bronchitis.
10. If you have had a heart attack, quitting smoking can help reduce your chances of having a
second attack.
11. Someone who has smoked for 30 to 40 years probably will not be able to quit smoking.
12. The best way to lose weight is to increase physical activity and eat fewer calories.
http://www.nhlbi.nih.gov/health/prof/heart/obesity/hrt_n_pk/cm_hbp.pdf
3.4 HEART CONDITIONS
SPEAKING
3.4.1 High Blood Pressure (S)
Answer the questions.
1. What is considered to be normal blood pressure?
2. What counts as elevated blood pressure?
3. What can contribute to high blood pressure?
www.foodmatters.tv
LISTENING
3.4.2 High Blood Pressure (L)
1.Listen to the recording and find synonyms for the following:
Source: http://youtu.be/diG519dFVNs
90
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
high blood pressure: …………………………………………………………………………………………………
blood volume: ………………………………………………………………………………………………………….
viscosity: …………………………………………………………………………………………………………………..
sphygmomanometer: ……………………………………………………………………………………………….
pressure when heart beats: ……………………………………………………………………………………..
pressure between beats: ………………………………………………………………………………………….
enlarged arterial wall: ………………………………………………………………………………………………
build up: …………………………………………………………………………………………………………………..
high blood pressure with an unknown cause: ……………………………………......................
diuretic: ……………………………………………………………………………………………………………………
2.Listen to the recording again and answer these questions:
1. What do arteries supply the tissues with?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
2. What do we understand by cardiac output?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
3. Name two factors that can contribute to resistance besides viscosity.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
4. What substances can form build ups?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
5. Name three conditions artery damage and reduced blood flow can lead to.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
6. List five lifestyle changes you have to make if you want to have normal blood pressure.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
7. How do ACE inhibitors, angiotensin II receptor blockers, calcium channel blockers, and
direct-acting vasodilators take effect?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
91
3.5 CIRCULATORY SYSTEM – COMMON AILMENTS
SPEAKING
3.5.1 Cardiovascular Problems (S)
Think of as many cardiovascular problems as you can with your partner. The pictures below may
help you.
www.nytimes.com
www.anticoagulant-drugs.com
92
www.en.wikipedia.org
LISTENING
3.5.2 Common Heart Ailments (L)
Listen to the recording and complete the missing words.
Source: http://youtu.be/KPwZAvKRiWU
1. The two ……………………….. cardiovascular diseases are heart disease and stroke.
2. A heart attack occurs when the blood supply to part of the heart is severely reduced or
…………………………… .
3. A stroke is similar to a heart attack ……………………...... that it impacts the brain instead of
your heart.
4. This kills brain ………………………… in the immediate area.
5. Risk factors include high blood pressure, high cholesterol, smoking, drinking, drug use,
obesity, ……………………… ………………………….., diabetes and stress.
6. The older you get, the …………………………… your risk.
7. Many of these risk factors can be ………………………… or even preventable altogether.
8. About 61 million Americans, almost one-fourth of the population live with the
………………………..… of stroke or heart disease.
93
3.6 STROKE
SPEAKING
3.6.1 Warning Signs and Symptoms of Stroke (S)
Answer the question:
What do we understand by body language?
LISTENING
3.6.2 Stroke - Warning Signs and Symptoms (L)
Watch this video and take notes on the meaning of F.A.S.T.
Source: http://youtu.be/wH7k5CFp4hI
www.cccma.org
94
READING
3.6.3 Stroke (R)
Read the text on stroke. Some words have been removed. Complete the text with the missing words.
involved, breath, respond, flow, symptom, warning,
disability, change, immediate, words, factors, vision
Every second counts if you or somebody else is having a stroke. A stroke is a medical emergency
that requires 1. ……………………………….……… treatment. Just a few hours can make the difference
between recovery or learning to walk and talk all over again—or worse still—death.
You only have three hours from the time of your first 2. ……………………………………… to receive
treatment that can minimize the damage to your brain that can cause serious, long-term,
disabilities. If you get to the hospital and it is not a stroke—that is wonderful news! If it is a stroke,
you will get the help you need.
Warning Signs
Save precious time—know and 3. …………………………………….. quickly to the warning signs of stroke:
Most of us have headaches now and then. But the symptoms of stroke will seem unusual and come
on suddenly.






A feeling of numbness or weakness in your face, arm, or leg (You might notice it on one side
more than the other.)
4. …………………………………………. problems in one or both eyes
Dizziness or loss of balance; difficulty walking
Confusion
Problems speaking or understanding what other people are saying
Severe headaches without 5. ……………………………………….. or explanation
Women may have the same symptoms as men, but they have also reported a few others. These
symptoms also happen suddenly and unexpectedly:







Pains in the face or legs
Hiccups
Nausea
Feeling weak all over
Chest pain
Shortness of 6. …………………………………………
Rapid heart beat
95
Strokes are painless, but don’t let that stop you from getting help. Even though you feel better, and
it seems like the problem has passed 1 in 20 people who have a mini-stroke have another stroke in
the next two days. Just like a stroke, a mini-stroke requires immediate care and follow-up medical
treatment to control any risk 7. ………………………………………., such as high blood pressure and high
cholesterol.
Quick check for stroke—it can save a life
If you are with someone and you notice a sudden 8. ………………………………………….. in appearance or
behaviour, make sure it is not a stroke. Ask them to do these three simple things:
1. Smile—Is it the smile you know and love? Or, is one corner of the mouth drooping down?
2. Close your eyes and raise your arms—Are the arms held high together, or is one drifting
back down to the side?
3. Repeat a simple phrase—Why not make it funny? If the person is fine, you can laugh about
it later. Listen for slurred 9. …………………………………………… and unusual sounding speech.
What is a stroke? Why is it so serious?
A stroke is an interruption of the blood 10. …………………………………………… to the brain. When the
blood supply to a part of the brain is restricted or cut off, the affected brain cells can die. That is
why it is so important to be treated for stroke as soon as possible. Your brain is 11.
………………………………… in everything you do—walking, talking, stopping to smell the roses—
whatever you enjoy doing. If the part of the brain involved in those activities is damaged by the
stroke, you might not be able to do those things any more.
Stroke Prevention
Stroke is the leading cause of adult 12. …………………………………………….. and the third leading cause
of death even though 80 percent of strokes are preventable.
www.scai.org
LISTENING
3.6.4 Stroke Survivors (L)
Watch this video on a stroke survivor and take notes under the following headings:
Source: http://youtu.be/stnGfZGBDXI
96
Time of accident: ……………………………………………………………………………………………………………………………
Morning routine activities:
making coffee for his wife
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
Pierre’s speech: ……………………………………………………………………………………………………………………………..
Pierre’s condition before stroke:
a weekend warrior
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………….
Stroke affects:
anybody
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
Stroke Survivor: Pierre Georges Bonnefil
www.article.wn.com
97
3.7 CARDIOVASCULAR SYSTEM TERMINOLOGY
www.webcina.com
VOCABULARY DEVELOPMENT
3.7.1 Cardiovascular System Combining Forms (V)
Memorize these root words.
angi(o)
blood vessel
aort(o)
aorta
arteri(o)-, arter(o)-
artery
ather(o)-
fatty matter
atri(o)-
atrium
brady-
slow
cardi(o)-
heart
coron(o)-
heart; crown
dilat(o)-
widen; expand
ech(o)-
sound
electr(o-)
electricity, electrical activity
hemangi(o)-
blood vessel
pericardi(o)-
pericardium
phleb(o)-
vein
rhythm(o)-
rhythm
stheth(o)-
chest
98
sphygm(o)-
pulse
tachy-
fast
thromb(o)-
blood clot
valv(o)-, valvul(o)-
valve
vas(o)-
blood vessel
ven(o)-
vein
ventricul(o)-
ventricle
WRITING
3.7.2 Specialist Words for Definitions (W)
Find the specialist words for the following definitions:
inflammation of the the outer layer of the heart: ……………………………………………………….
blood clot cell: ………………………………………………………………………………………………………………
abnormally slow heart beat: ………………………………………………………………………………………….
abnormally fast heart beat: …………………………………………………………………………………………..
X-ray of veins: ……………………………………………………………………………………………………………….
inflammation of veins: ………………………………………………………………………………………………….
X-ray of an artery: …………………………………………………………………………………………………………
low levels of oxygen: …………………………………………………………………………………………………….
a drug that opens up the blood vessels: ……………………………………………………………………….
abnormal heartbeat: …………………………………………………………………………………………………….
an enlarged heart: ………………………………………………………………………………………………………..
a test in which electronic sensors are placed on the body to monitor electrical activity
of the heart: ………………………………………………………………………………………………………………….
an instrument used to measure blood pressure: ………………………………………………………….
an instrument for listening to sounds within the chest: ……………………………………………….
www.dmu.edu
99
3.8 List of Words
Unit 3
The Cardiovascular System
ACE inhibitor
ACE gátló
aneurysm
értágulat
angina
angina pectoris
angiotensin II receptor blocker
angiotenzin II receptor anatgonista
aortic valve
aorta billentyű
apex
csúcs
atrium
pitvar
backflow
visszafolyás
become clogged
eltömődik
beta-blocker
béta-blokkoló
blood supply
vérellátás
brisk
élénk
broiled
roston sült, grillezett
bronchitis
hörghurut
build-up
lerakódás
bulky
terjedelmes, testes
calcium channel blocker
kalcium csatorna-blokkoló
cardiac output
a szív teljesítménye
cholesterol
koleszterin
clot
vérrög, alvadt vér
clump
véralvadék
cone-shaped
kúp alakú
100
confusion
zavartság
contraction
összehúzódás
coronary heart disease
koszorúér betegség
couch potato
tévét bámuló, lustálkodó ember
decade
évtized
deep vein thrombosis
mélyvénás trombózis
deprive
megfoszt
diameter
átmérő
direct-acting
közvetlenül ható
disability
fogyatékosság, rokkantság
discourage
elkedvetlenít, elbátortalanít
diuretic
vízhajtó
dizziness
szédülés
drift
halad, sodródik
droop
elernyed, kókad
emphysema
tüdőtágulat
endocardium
szívbelhártya
essence
lényeg
evaluate
értékel
excessive
túlzott, fokozott
exemplify
példáz, szemléltet
expenditure
kiadás, költekezés
fist
ököl
flab
háj
fried
olajban sült
get the credit
vki érdeme vmi
grains
gabonamagvak
101
heart failure
szívelégtelenség
heredity
öröklés
hiccup
csuklás
hypertension
magas vérnyomás
inconvenience
kellemetlenség
inferior vena cava
alsó üres véna
interrupt
megszakít, félbeszakít
interruption
megszakítás, félbeszakítás
jog
kocog
lean cuts
sovány felvágott
millimeter of mercury
higany milliméter
misconception
félreértés
mitral valve
mitrális billentyű
mnemonic
memória fogas, emlékeztető
mortality rate
halálozási arány
myocardial infarction
szívinfarktus
myocardium
szívizom
narrowing
beszűkülés, összeszűkülés
numbness
zsibbadás
nutrient
tápanyag
obese
elhízott
obesity
elhízás
oxygen-poor
oxigénben szegény
oxygen-rich
oxigénben gazdag
palpitation
szívdobogás
panacea
csodaszer, általános gyógyszer
participation
részvétel
102
particle
részecske
pericardium
szívburok
plaque
plakk, lerakódás
preventable
megelőzhető
primary, essential
elsődleges
processed food
készétel
progression
előrehaladás
pulmonary artery
tüdő artéria
pulmonary valve
tüdő billentyű
pump
pumpa
quit
abbahagy, leszokik
rapid
gyors
relaxation
elernyedés
respond
reagál, válaszol
retain
visszatart
roughly
nagyjából
saturated fat
telített zsír
seasoning
fűszerezés, ízesítés
sedentary lifestyle
ülő életmód
septum
sövény
slurring
elmosódó, érthetetlen
sodium
nátrium
sphygmomanometer
vérnyomásmérő
steamed
párolt
strap
szíjaz, pántot felhelyez
subcutaneous
bőr alatti
subtle
finom, kényes
103
superior vena cava
felső üres véna
trained
edzett
treadmill
taposógép
tricuspid valve
háromhegyű billentyű
valve
billentyű
varicose veins
visszérbetegség
vasodilator
értágító
Velcro-fastened weight
tépőzárral felhelyezett súlyzó
ventricle
kamra
vigorous
élénk, lendületes
viscosity
viszkozitás
volume
térfogat
weekend warrior
csak hétvégén bulizó ember
workload
terhelés
104
Unit 4 THE URINARY SYSTEM
Aims of the Unit
After completing this unit you will know parts and function of the urinary system. You will learn
about
•kidney health
•kidney problems and diseases.
105
4.1 PARTS AND FUNCTION OF THE URINARY SYSTEM
www.cancer.gov
READING
4.1.1 The Kidney (R)
Read the text. Match the paragraphs and their headings.
In addition to removing wastes, your kidneys release three important hormones:
What do my kidneys do?
What is renal function?
The kidneys remove wastes and extra water from the blood to form urine.
A. …………………………………………………………………………………………………………………………………
Your kidneys are bean-shaped organs, each about the size of your fist. They are located near the
middle of your back, just below the rib cage. The kidneys are sophisticated trash collectors. Every
day, your kidneys process about 200 litres of blood to sift out about 2 litres of waste products and
extra water. The waste and extra water become urine, which flows to your bladder through tubes
called ureters. Your bladder stores urine until you go to the bathroom.
B. ………………………………………………………………………………………………………………………………
The wastes in your blood come from the normal breakdown of active muscle and from the food you
eat. Your body uses the food for energy and self-repair. After your body has taken what it needs
106
from the food, waste is sent to the blood. If your kidneys did not remove these wastes, the wastes
would build up in the blood and damage your body.
The actual filtering occurs in tiny units inside your kidneys called nephrons. Every kidney has about
a million nephrons. In the nephron, tiny blood vessels called capillaries intertwine with tiny urinecarrying tubes called tubules. A complicated chemical exchange takes place, as waste materials and
water leave your blood and enter your urinary system.
At first, the tubules receive a combination of waste materials and chemicals that your body can still
use. Your kidneys measure out chemicals like sodium, phosphorus, and potassium and release them
back to the blood to return to the body. In this way, your kidneys regulate the body's level of these
substances. The right balance is necessary for life, but excess levels can be harmful.
C. …………………………………………………………………………………………………………………………………



Erythropoietin, or EPO, which stimulates the bones to make red blood cells.
Renin, which regulates blood pressure.
The active form of vitamin D, which helps maintain calcium for bones and for normal
chemical balance in the body.
D. ……………………………………………………………………………………………………………………………………
In medical language we may talk about the work your kidneys do as renal function. If you have two
healthy kidneys, you have 100 percent of your renal function. This is more renal function than you
really need. Some people are born with only one kidney, and these people are able to lead normal,
healthy lives. Many people donate a kidney for transplantation to a family member or friend. Small
declines in renal function do not cause a problem. In fact, you can be healthy with 50 percent of
your renal function if it remains stable.
But many people with 50 percent of their renal function have a kidney disease that will get worse.
You will have some serious health problems if you have less than 20 percent of your renal function.
If your renal function drops below 10 to 15 percent, you cannot live long without some form of
renal replacement therapy - either dialysis or transplantation.
http://www.webmd.com/a-to-z-guides/function-kidneys
107
www.umich.ed
VOCABULARY DEVELOPMENT
4.1.2 Parts of the Urinary Bladder (V)
Complete the missing parts in the picture below.
www.medicalook.com
108
VOCABULARY DEVELOPMENT
4.1.3 The Kidney – Sentence Completion (V)
Choose the word that completes the text.
The urinary bladder is a muscular sac in the pelvis, just above and behind the pubic bone. When 1.
full/empty, the bladder is about the size and shape of a pear.
Urine is made in the kidneys, and 2. travels/arrives down two tubes called ureters to the bladder.
The bladder stores urine, 3. letting/allowing urination to be infrequent and voluntary. The bladder
is lined by layers of muscle tissue that stretch to accommodate urine. The normal capacity of the
bladder is 400 to 600 ml.
During urination, the bladder muscles 4. relax/contract, and two sphincters open to allow urine to
flow out. Urine exits the bladder into the urethra, which carries urine out of the body. Because it
passes 5. across/through the penis, the urethra is longer in men (20 cm) than in women (4 cm).
Bladder Conditions










Cystitis: Inflammation or infection of the bladder 6. causing/doing acute or chronic pain or
discomfort or urinary frequency or hesitancy.
Urinary stones: Stones (calculi) may form in the kidney and travel 7. up/down to the
bladder. If calculi block urine flow to or from the bladder, they can cause severe pain.
Bladder cancer: A tumour in the bladder is usually discovered after blood is 8. noticed/felt
in the urine. Cigarette smoking and workplace chemical exposures cause most cases of
bladder cancer.
Urinary incontinence: Involuntary urination, which may be 9. acute/chronic. Urinary
incontinence can result from a variety of causes.
Overactive bladder: The bladder muscle (detrusor) contracts 10. voluntarily/involuntarily,
causing some urine to leak out. Detrusor overactivity is a common cause of urinary
incontinence.
Hematuria: Blood in the urine. Hematuria may be benign, or may be caused 11. from/by
infection or a serious condition bladder cancer.
Urinary retention: Urine does not exit the bladder normally due to obstruction or
suppressed bladder muscle activity. The bladder may swell to 12. keep/hold more than a
litre of urine.
Cystocele: Weakened pelvic muscles (usually from childbirth) allow the bladder to press on
the vagina. Problems 13. with/in urination can result.
Bed-wetting (nocturnal enuresis): Bed-wetting is defined as a child age 5 or older who wets
the bed at 14. last/least one or two times a week over at least three months.
Dysuria (painful urination): Pain or discomfort during urination due to infection, irritation,
or inflammation of the bladder, urethra, or 15. external/internal genitals.
109
WRITING
4.1.4 Matching Tests and Definitions (W)
Match the bladder tests and their definitions.
Cystoscopy
Urodynamic testing
Urinalysis
1. ……………………………………: This basic test of urine is done both routinely and when looking
for problems of either the bladder or kidneys. The first part of the test is a dipstick, if this is
abnormal the urine should be looked at under microscope.
2. …………………………………..: A narrow tube is passed through the urethra into the bladder. A
light, camera, and tools allow a doctor to diagnose and treat bladder problems.
3. …………………………………..: A series of tests of urination, usually done in a doctor’s office.
Urine flow, pressure, bladder capacity, and other measurements can help identify bladder
problems.
WRITING
4.1.5 Matching – Bladder Treatments (W)
Now do the same with bladder treatments.
Kegel exercises
Anti-spasm medications
Surgery
Bladder catheterization
1. ……………………………………….: Bladder cancer generally requires this. Some cases of urinary
incontinence and cystocele may also be treated with it.
2. …………………………..…………..: If urine outflow is obstructed, this may be necessary to relieve
pressure in the bladder.
3. …………………………………..…..: Medicines can help relieve some bladder (detrusor) overactivity
and incontinence.
4. ……………………………………….: Exercising the pelvic muscles (as when stopping your urine
stream) may improve urinary incontinence.
http://www.webmd.com/urinary-incontinence-oab/picture-of-the-bladder
110
4.2 BLADDER PROBLEMS
VOCABULARY
4.2.1 Interstitial Cysitis (V)
Study this definition.
Interstitial: Pertaining to being between things, especially between things that are normally closely
spaced. The word interstitial is much used in medicine and has specific meaning, depending on the
context. For instance, interstitial cystitis is a specific type of inflammation of the bladder wall.
http://www.medterms.com/script/main/art.asp?articlekey=9587
www.sw.org
SPEAKING
4.2.2 Bladder Inflammation (S)
Answer the questions.
1.
2.
3.
4.
Have you ever had bladder inflammation?
What were the symptoms?
How was it treated?
What can you do to prevent it?
111
LISTENING
4.2.3 Interstitial Cystitis (L)
Listen to the recording on cystitis and answer the questions.
Source: http://youtu.be/7ub5X1hXW4M
1. What else do you call interstitial cystitis?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
2. Mention four symptoms of cystitis.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
3. What other things do we need to rule out? Mention two.
……………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………
4. When does cystitis tend to occur?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5. What food and drinks should you avoid if you have cystitis?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
6. How can you cope with stress?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
4.3 URINARY SYSTEM TERMINOLOGY
VOCABULARY DEVELOPMENT
4.3.1 Root Words (V)
Memorize these root words and suffixes.
nephr/o, ren/o
hydro/o
cyst/o
pyel/o
ur/o, -uria
olig/o
kidney
water
bladder
renal collecting ducts
urine
scanty, less than normal
112
-pexy
-osis
polya/n-gram
to reattach to normal position surgically
abnormal condition
frequent
no
record
www.dmu.edu
WRITING
4.3.2 Specialist Words (W)
Find the specialist word for the following:
inflammation of the kidney: ………………………………………………………………………………………………………..
artery related to kidney:………………………………………………………………………………………………………………
abnormal condition involving back up of urine into the kidney: ………………………………………………….
inflammation of the bladder: ………………………………………………………………………………………………………
removal of bladder: …………………………………………………………………………………………………………………….
X-ray of the collecting ducts: ..…………………………………………………………………………………………………….
frequent urination: …………………………………………………………………………………………………………………….
no urine formation: ……………………………………………………………………………………………………………………
reduced urine formation: …………………………………………………………..……………………………………………..
surgically attach kidney in normal anatomical position: …………………………………………………………….
www.dmu.edu
VOCABULARY DEVELOPMENT
4.3.3 Urinary System Specialists and Procedures (V)
Complete the missing words in the definitions below.
Nephrologist: this is a physician specializing in 1. ………………………………. diseases.
Urologist: a physician specializing in the genitourinary tract, which includes kidneys, urinary bladder
and urethra of both men and women and the 2. ……………………………….. and testes in men.
Cystoscopy: looking into the 3. ………………………………… with an optic instrument.
113
www.sparrow.org
Intravenous pyelogram: special X-rays showing the drainage pattern of the kidneys. A dye is
injected into a vein. After a waiting period for the blood and dye to pass through the kidneys, X-rays
can be 4. ……………………………… of the collecting system of the kidney, ureter and bladder.
www.swndha.nshealth.ca
Retrograde pyelogram: in this 5. ………………………………… a dye is flushed backwards up the urethra
and bladder and up the ureters to the kidneys.
www.shailyahospital.com
114
Voiding cystourethrogram: an imaging technique (X-ray) displaying the urethra and bladder while
urinating. How did the 6. ……………………………….. get into the bladder? See retrograde pyelogram
above.
www.beiling.net
Dialysis - a procedure for cleansing the blood of waste products in individuals with complete kidney
failure or who have had kidneys removed by surgery. With the in-hospital procedure, the patient’s
blood is circulated through a machine that 7. ………………………………… waste products. The blood is
recirculated back into the patient.
www.ustudy.in
Lithotripsy - Crushing kidney stones with sound waves. The sludge from crushing kidney stones has
an easy direct pathway out of the body (down the ureter to the bladder and out the urethra).
Nephrolithotripsy is an elective procedure that may spare a patient 8. ……………………………… .
www.dmu.edu
115
www.nlm.nih.gov
4.4 KIDNEY CONDITIONS
VOCABULARY DEVELOPMENT
4.4.1 Kidney Conditions and Definitions (V)
Match the belonging kidney conditions and their definitions.
Renal cyst
Pyelonephritis
Polycystic kidney disease
Nephrotic syndrome Kidney stones (nephrolithiasis) Kidney cancer
Interstitial nephritis
Diabetic nephropathy
Hypertensive nephropathy
Chronic renal failure
End stage renal disease (ESRD)
Acute renal failure (kidney failure)
1. ………………………………………………………….: (infection of kidney pelvis): Bacteria may infect the
kidney, usually causing back pain and fever. A spread of bacteria from an untreated bladder
infection is the most common cause of this disease.
2. ………………………………………………………..: Minerals in urine form crystals, which may grow
large enough to block urine flow. It is considered one of the most painful conditions. Most
of these substances pass on their own but some are too large and need to be treated.
3. ………………………………………………………..: Damage to the kidneys causes them to spill large
amounts of protein into the urine. Leg swelling (edema) may be a symptom.
4. ……………………………………………………….: A genetic condition resulting in many large
membranous sacs in both kidneys that impair their function.
5. ……………………………………………………….: A sudden worsening in kidney function. Dehydration,
a blockage in the urinary tract, or kidney damage can cause this condition, which may be
reversible.
6. ………………………………………………………: A permanent partial loss of kidney function. Diabetes
and high blood pressure are the most common causes.
116
7. ……………………………………………………….: Complete loss of kidney function, usually due to
progressive chronic kidney disease. People with this condition require regular dialysis for
survival.
8. ………………………………………………………: High blood sugar levels progressively damage the
kidneys, eventually causing chronic kidney disease.
9. ……………………………………………………….: Kidney damage caused by high blood pressure.
Chronic renal failure may eventually result.
10. ……………………………………………………….: Renal cell carcinoma is the most common condition
affecting the kidney. Smoking is the most common cause of this kidney disease.
11. ……………………………………………………….: Inflammation of the connective tissue inside the
kidney, often causing acute renal failure. Allergic reactions and drug side effects are the
usual causes.
12. ……………………………………………………….: A benign hollowed-out space in the kidney. An
isolated membranous sac can occur in many normal people and it almost never impairs
kidney function.
http://www.webmd.com/urinary-incontinence-oab/picture-of-the-kidneys
WRITING
4.4.2 Kidney Diseases – Pictures (W)
What kidney diesease can you see in these pictures?
www.savealifemissions.com
1. ………………………………………………………………………………………………………………….
www.kidneycares.org
2. …………………………………………………………………………………………………………………
117
www.dreamstime.com
3. …………………………………………………………………………………………………………………
www.shutterstock.com
4. ……………………………………………………………………………………………………………………
www.medrevise.co.uk
5. ……………………………………………………………………………………………………………
118
READING
4.4.3 10 Tips to Prevent Kidney Disease (R)
Read this section on how to prevent kidney disease. The verbs have been removed from the
instructions. Find the appropriate verb.
drink 2x
avoid 2x
take
reduce
eat
exercise
think
manage
resist
1. .………………………………. diabetes, high blood pressure and heart disease: In most of the
cases, kidney disease is a secondary illness that results from a primary disease or condition
such as diabetes, heart diseases or high blood pressure. Therefore, controlling sugar levels,
cholesterol and blood pressure by following a healthy diet, exercise regimen and
medication guidelines is essential to keep kidney disease at bay.
2. ……………………………….. the intake of salt: Salt increases the amount of sodium in diet. It not
only increases blood pressure but also triggers the formation of kidney stones.
3. ……………………………….. lots of water every day: Water keeps you hydrated and helps the
kidneys to remove all the toxins from your body. It helps the body to maintain blood
volume and concentration. It also helps in digestion and controls the body temperature.
4. Don’t ……………………………………… the urge to urinate: Filtration of blood is a key function
that your kidneys perform. When the process of filtration is done, extra amount of wastes
and water is stored in the urinary bladder that needs to be excreted. Although your bladder
can only hold a lot of urine, the urge to urinate is felt when the bladder is filled with 120150 ml of urine. If you start ignoring the urge to go to the restroom, the urinary bladder
stretches more than its capacity. This affects the filtration process of the kidney.
5. …………………………………………… right: Nearly all processes taking place inside your body are
affected by what you choose to eat and how you eat. If you eat more unhealthy, junk and
fast food, then your organs have to face the consequences, including the kidneys. You
should include right foods in your diet. Especially foods that can strengthen your kidneys
like fish, asparagus, cereals, garlic and parsley. Fruits like watermelon, oranges and lemons
are also good for kidney health.
6. ………………………………………….. healthy beverages: Including fresh juices is another way of
drinking more fluids and keeping your kidneys healthy. Juices help the digestive system to
extract more water and flush out wastes from the body. Avoid drinking coffee and tea.
They contain caffeine which reduces the amount of fluids in the body. So, the kidneys have
to work harder to get rid of them. If you are already suffering from kidney problems, you
should avoid juices made from vegetables such as spinach and beets. These foods are rich
in oxalic acid and they help in the formation of kidney stones.
7. ………………………………………… alcohol and smoking: Excess intake of alcohol can disturb the
electrolyte balance of the body and hormonal control that influences the kidney function.
Smoking is not directly related to kidney problems but it reduces kidney function
significantly. It also has an adverse effect on heart health which can further worsen kidney
problems.
119
8. ………………………………………. daily: Researchers believe that obesity is closely linked to kidney
related problems. Being overweight doubles the chances of developing kidney problems.
Exercising, eating healthy and controlling portion size can surely help you to lose extra
weight and enhance kidney health. Besides, you will always feel fresh and active.
9. ………………………………………. self medication: All the medicines you take have to pass
through the kidney for filtration. Increased dosage or taking medicines that you are not
aware of can increase the toxin load on your kidneys. That is why you should always follow
dosage recommendations and avoid self medication.
10. ……………………………………… before you …………………………………….. supplements and herbal
medicine: If you are on vitamin supplements or if you are taking some herbal supplements,
you should reconsider your dosage requirement. Excessive amount of vitamins and certain
plant extracts are linked to kidney damage. You should talk to your doctor about the risk of
kidney disease.
http://www.thehealthsite.com/diseases-conditions/tips-to-prevent-kidney-disease-sh11/
WRITING
4.4.4 Advice to Patients Based on Pictures (W)
Look at the pictures below. Give advice to your patient with the help of the pictures.
1.
www.nih.gov
…………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………….
2.
www.healthcareinsights.net
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
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3.
www.badradical.net
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
4.
www.clipartbest.com
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
5.
www.xfinity.comcast.net
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
6.
www.zastavki.com
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
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7.
www.medindia.net
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
8.
www.howtolivehealthy.net
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
9.
www.metro.us
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
10.
www.prevention.com
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
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4.5 KIDNEY STONES
VOCABULARY DEVELOPMENT
4.5.1 Opposite Words (V)
Find the opposite words.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
soft: ………………………………………………………
rare: ……………………………………………………..
retain: …………………………………………………..
wide: …………………………………………………….
balance: ………………………………………………..
pass: …………………………………………………....
lack: …………………………………………………....
hold urine: ……………………………………………
gentle: ………………………………………………...
insufficient: ………………………………………….
LISTENING
4.5.2 Kidney Stones – Listening Comprehension (L)
Source: https://youtu.be/Q9eWin3lr4Q
Listen to the recording on kidney stones and complete the missing information.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Kidney stones are hard, stone-like lumps that can ……………………… in your urine.
The kidneys are two …………………………………… organs located near the middle of your back.
The waste products and excess ……………………………… become urine.
If there is an imbalance in the waste chemicals in the urine, ……………………… can form, which
may build up into stone-like lumps.
This can happen for a number of reasons, including not drinking enough water, a diet high
in ……………………………. , or health conditions, such as kidney disease.
Larger stones can get stuck in the kidneys or pass down the ureter, causing
………………………………... and blocking the flow of urine.
Kidney stones can sometimes be treated with fluids and ……………………………. .
In shockwave ………………………………… shockwaves of energy are used
from outside of the body to break up the stones into small pieces.
In percutaneous nephrolithotomy a small cut is made in your …………………………
and a thin ……………………………… tube is passed into your kidney.
123
10. A ………………………………………. is used if a kidney stone is stuck in your ureter.
11. If none of these methods are suitable, the stone may need to be removed
using traditional ……………………………….. .
12. Your doctor will be able to advise you on medicines and changes to your diet that can help
…………………………………….. further stones.
www.medicinet.com
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4.6 List of Words
Unit 4
The Urinary System
accommodate
elhelyez
adrenal gland
mellékvese
appropriate
megfelelő
asparagus
spárga
bed-wetting/nocturnal enuresis
ágybavizelés
beet
cékla
beverage
ital, innivaló
(urinary) bladder
húgyhólyag
bladder cancer
hólyagrák
blunted
elmosódó, nem körvonalazott
bother
zavar
breakdown
lebontás
caffeine
koffein
calculus
kő
carcinoma
rákos megbetegedés
catheter
katéter
cereals
gabonafélék
check-up
kontroll
contrast medium
kontrasztanyag
crippling
bénító
crushing
zúzás
culprit
bűnös, tettes
125
curb
megfékez
cystitis
hólyaghurut
cystocele
hólyagsérv
cystoscopy
hólyagtükrözés
decline
hanyatlik, visszaesik
detrusor muscle
kiürítő izom
diabetic nephropathy
cukorbetegséggel összefüggő vesebaj
dialysis
dialízis
dipstick
mérőpálca
donate
adományoz
dosage
adagolás
downsize
csökkent
drainage
elevezetés, elfolyás
dye
festék
dysuria
fájdalmas vizelés
filter
szűr
filtration
szűrés
flush out
kiöblít
h(a)ematuria
véres vizelet
herb
gyógynövény
hypertensive nephropathy
magas vérnyomással járó vesebaj
ignore
figyelmen kívül hagy
impair
károsít
inevitable
elkerülhetetlen
influence
befolyásol
intake
bevitel
interstitial
szövet közötti
126
intertwine
egybefonódik
intravenous pyelogram
intravénás pyelogram
involuntary
akarattól független
Kegel exercises
medence- és gáttorna
kidney failure
veseelégtelenség
layer
réteg
leak out
kiszivárog
leg swelling
lábdagadás
lithotripsy
kőtörés
midstream
középsugaras
musculature
izomzat
nephrolithiasis
vesekő betegség
nephrologist
nefrológus
nephrotic syndrome
nefrózis-szindróma
nocturia
éjszakai vizeletürítés
oxalic acid
oxálsav
parsley
petrezselyem
partial
részleges
peritoneum
hashártya
plevic floor
medence fenék
polycystic kidney disease
policisztás vesebetegség
potassium
kálium
process
folyamat
pyelonephritis
vesemedence gyulladás
regimen
életmód
regulate
szabályoz
relieve
enyhít
127
renal artery
vese artéria
renal cyst
vese ciszta
renal pelvis
vesemedence
renal vein
vese véna
retrograde pyelogram
retrográd pyelogram
rule out
kizár
scar
heg
sift out
elkülönít
skip
kihagy
sludge
üledék, salak
sphincter
záróizom
spill
kiönt, kiborít
spinach
spenót
stable
stabil
stream
sugár
supplement
étrendkiegészítő
trigone
háromszög
tubule
tubulus
ureter
húgyvezeték
urethra
húgycső
urge
késztetés
urinalysis
vizeletvizsgálat
urinary
kiválasztó
urinary incontinence
vizelettartási probléma
urinary retention
vizelet visszatartás
urinary stones
vesekő
urinate
vizeletet ürít
128
urination
vizeletürítés
urine
vizelet
urodynamic testing
urodinamikai vizsgálat
urologist
urológus
venture
vállalkozás
void urine
vizeletet ürít
voluntary
akaratlagos
waste product
salakanyag
worsen
ront
129
Unit 5 THE REPRODUCTIVE SYSTEM
Aims of the Unit
In this unit you will learn parts of the male and female reproductive systems. We will take a look at
problems and diseases of both
• the male
• the female reproductive systems.
130
5.1 THE REPRODUCTIVE ORGANS
WRITING
5.1.1 Parts of Female and Male Bodies (W)
Can you label the parts of the female and male bodies?
www.patient.co.uk
www.tooloop.com
131
5.2 MALE AND FEMALE REPRODUCTIVE SYSTEM TERMINOLOGY
VOCABULARY DEVELOPMENT
5.2.1 Root Words (V)
Memorize these root words.
aden/o: tie, connection
andr/o: male
balan/o: penis
cervic/o: cervix, neck
colp/o: vagina
fibr/o: fibers, fibrous tissue
gravid/o: pregnancy
gynec/o: woman
hyster/o: uterus
lact/o: milk
mamm/o, mast/o: breast
men/o: menses, menstruation, month
metr/o: uterus
oophar/o, ovari/o: ovary
orch/o, orchi/o, orchid/o: testis
ov/i, ov/o, ovul/o: egg
perine/o: perineum
prostat/o: prostate gland
salping/o: fallopian tube
132
scrot/o: scrotum
sperm/o, spermat/o: spermatozoa, sperm
testicul/o: testicle, testis
thel/o: nipple
umbilic/o: navel
uter/o: womb
vagin/o: vagina
vas/o: vas deferens
http://medicalterminology4fun.com/reproductive-system-combining-forms/
WRITING
5.2.2 Analyzing Medical Words (W)
Analyze the following medical words.
1. hysterectomy: …………………………………………………………………………………………………
2. salpingitis: ………………………………………………………………………………………………………
3. hematosalpinx: ………………………………………………………………………………………………
4. colpoplasty: …………………………………………………………………………………………………..
5. colposcopy: …………………………………………………………………………………………………..
6. oophorectomy: …………………………………………………………………………………………….
7. mammogram: ………………………………………………………………………………………………
8. mastectomy: ……………………………………………………………………………………………….
9. orchiditis: ……………………………………………………………………………………………….....
10. orchidectomy: …………………………………………………………………………………………….
133
11. balanitis: ……………………………………………………………………………………………………..
12. hysteroscopy: …………………………………………………………………………………………….
13. androgynous: ……………………………………………………………………………………………..
14. prostatitis: ………………………………………………………………………………………………….
15. prostatectomy: ………………………………………………………………………………………….
16. vasectomy: ………………………………………………………………………………………………..
17. menopause: ……………………………………………………………………………………………...
18. gynecology: ……………………………………………………………………………………………....
19. cervical cancer: ………………………………………………………………………………………...
20. gravid uterus: …………………………………………………………………………………………...
http://medicalterminology4fun.com/reproductive-system-combining-forms/
5.3 ANATOMY OF THE FEMALE REPRODUCTIVE SYSTEM
VOCABULARY DEVELOPMENT
5.3.1 Parts of the System (V)
Revise your knowledge about the female reproductive system and complete the missing parts.
www.cea1.com
134
READING
5.3.2 Article on Female Reproductive Organs (R)
Complete the text with the missing words.
breastfeeding
milk
carry
push
delivery
skin
extend
superior
exterior
tissue
maturity
womb
Ovaries
The ovaries are a pair of small glands about the size and shape of almonds, located on the left and
right sides of the pelvic body cavity lateral to the 1. …………………… portion of the uterus. Ovaries
produce female sex hormones such as estrogen and progesterone as well as ova (commonly called
"eggs"), the female gametes. Ova are produced from oocyte cells that slowly develop throughout a
woman’s early life and reach 2. …………………… after puberty. Each month during ovulation, a
mature ovum is released. The ovum travels from the ovary to the fallopian tube, where it may be
fertilized before reaching the uterus.
Fallopian Tubes
The fallopian tubes are a pair of muscular tubes that 3. ………………………… from the left and right
superior corners of the uterus to the edge of the ovaries. The fallopian tubes end in a funnelshaped structure called the infundibulum, which is covered with small finger-like projections called
fimbriae. The fimbriae swipe over the outside of the ovaries to pick up released ova and 4.
………………………… them into the infundibulum for transport to the uterus. The inside of each
fallopian tube is covered with cilia that work with the smooth muscle of the tube to carry the ovum
to the uterus.
Uterus
The uterus is a hollow, muscular, pear-shaped organ located posterior and superior to the urinary
bladder. Connected to the two fallopian tubes on its superior end and to the vagina (via the cervix)
on its inferior end, the uterus is also known as the 5. ……………………………. as it surrounds and
supports the developing fetus during pregnancy. The inner lining of the uterus, known as the
endometrium, provides support to the embryo during early development. The visceral muscles of
the uterus contract during childbirth to 6. …………………………. the fetus through the birth canal.
Vagina
The vagina is an elastic, muscular tube that connects the cervix of the uterus to the 7. …………………
of the body. It is located inferior to the uterus and posterior to the urinary bladder. The vagina
functions as the receptacle for the penis during sexual intercourse and carries sperm to the uterus
and fallopian tubes. It also serves as the birth canal by stretching to allow 8. …………………………. of
the fetus during childbirth. During menstruation, the menstrual flow exits the body via the vagina.
135
Vulva
The vulva is the collective name for the external female genitalia located in the pubic region of the
body. The vulva surrounds the external ends of the urethral opening and the vagina and includes
the mons pubis, labia majora, labia minora, and clitoris. The mons pubis, or pubic mound, is a raised
layer of adipose 9. ………………………….. between the skin and the pubic bone that provides
cushioning to the vulva. The inferior portion of the mons pubis splits into left and right halves called
the labia majora. The mons pubis and labia majora are covered with pubic hairs. Inside of the labia
majora are smaller, hairless folds of 10. ………………………. called the labia minora that surround the
vaginal and urethral openings.
Breasts and Mammary Glands
The breasts are specialized organs of the female body that contain mammary glands, 11. …….......
………. ducts, and adipose tissue. The two breasts are located on the left and right sides of the
thoracic region of the body. In the center of each breast is a highly pigmented nipple that releases
milk when stimulated. The areola, a thickened, highly pigmented band of skin that surrounds the
nipple, protects the underlying tissues during 12. ………………………….. . The mammary glands are a
special type of sudoriferous glands that have been modified to produce milk to feed infants. Within
each breast, 15 to 20 clusters of mammary glands become active during pregnancy and remain
active until milk is no longer needed. The milk passes through milk ducts on its way to the nipple,
where it exits the body.
www.innerbody.com
VOCABULARY DEVELOPMENT
5.3.3 Opposite Words (V)
What is the opposite of these words?
superior ↔ ……………………………………………………………………………….
exterior ↔ ……………………………………………………………………………….
anterior ↔ ………………………………………………………………………………
inner ↔ …………………………………………………………………………………..
external ↔ ……………………………………………………………………………..
medial ↔ ……………………………………………………………………………….
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5.4 ANATOMY OF THE MALE REPRODUCTIVE SYSTEM
VOCABULARY DEVELOPMENT
5.4.1 Parts of the System (V)
Revise your knowledge about the male reproductive system with the help of the picture.
www.uvahealth.com
READING
5.4.2 Parts of the Male Reproductive System (R)
Read this section about the parts of the male reproductive system. Choose the word that completes
each sentence.
The male reproductive system includes the scrotum, testes, spermatic ducts, sex glands, and penis.
These organs work together to 1. create/produce sperm, the male gamete, and the other
components of semen. These organs also work together to deliver semen out of the body and into
the vagina where it can fertilize egg cells to produce offspring.
Scrotum
The scrotum is a sac-like organ made of skin and muscles that houses the testes. It is located
inferior to the penis in the 2. pubis/pubic region. The scrotum is made up of 2 side-by-side pouches
with a testis located in each pouch. The smooth muscles that make up the scrotum allow it to
regulate the distance between the testes and the rest of the body. When the testes become too
warm to support spermatogenesis, the scrotum relaxes to move the testes away from the body’s 3.
heat/hot. Conversely, the scrotum contracts to move the testes closer to the body’s core heat
when temperatures drop below the ideal range for spermatogenesis.
137
Testes
The 2 testes, also known as testicles, are the male gonads responsible for the production of sperm
and testosterone. The testes are ellipsoid 4. lobular/glandular organs around 1.5 to 2 inches long
and an inch in diameter. Each testis is found inside its own pouch on one side of the scrotum and is
connected to the abdomen by a spermatic 5. wire/cord and cremaster muscle. The cremaster
muscles contract and relax along with the scrotum to regulate the temperature of the testes. The
inside of the testes is divided into small compartments known as lobules. Each lobule contains a
section of seminiferous 6. tubule/tube lined with epithelial cells. These epithelial cells contain
many stem cells that divide and form sperm cells through the process of spermatogenesis.
Epididymis
The epididymis is a sperm 7. store/storage area that wraps around the superior and posterior edge
of the testes. The epididymis is made up of several feet of long, thin tubules that are tightly coiled
into a small mass. Sperm produced in the testes moves into the epididymis to mature before being
passed on through the male reproductive organs. The length of the epididymis delays the release of
the sperm and 8. allows/lets them time to mature.
Spermatic Cords and Ductus Deferens
Within the scrotum, a pair of spermatic cords connects the testes to the abdominal cavity. The
spermatic cords 9. maintain/contain the ductus deferens along with nerves, veins, arteries, and
lymphatic vessels that support the function of the testes.
The ductus deferens, also known as the vas deferens, is a muscular tube that carries sperm
superiorly from the epididymis into the abdominal cavity to the ejaculatory duct. The ductus
deferens is wider in diameter than the epididymis and uses its internal 10. space/place to store
mature sperm. The smooth muscles of the walls of the ductus deferens are used to move sperm
towards the ejaculatory duct through peristalsis.
Seminal Vesicles
The seminal vesicles are a pair of lumpy exocrine glands that store and produce some of the liquid
portion of semen. The seminal vesicles are about 2 inches in length and located posterior to the
urinary bladder and anterior to the rectum. The liquid produced by the seminal vesicles contains
proteins and mucus and has an alkaline pH to help sperm 11. surviving/survive in the acidic
environment of the vagina. The liquid also contains fructose to feed sperm cells so that they survive
long enough to fertilize the oocyte.
Ejaculatory Duct
The ductus deferens passes through the prostate and joins with the urethra at a structure known as
the ejaculatory duct. The ejaculatory duct contains the ducts from the seminal vesicles as well. 12.
During/While ejaculation, the ejaculatory duct opens and expels sperm and the secretions from the
seminal vesicles into the urethra.
Urethra
Semen passes from the ejaculatory duct to the exterior of the body via the urethra, an 8 to 10 inch
long muscular tube. The urethra 13. moves/passes through the prostate and ends at the external
138
urethral orifice located at the tip of the penis. Urine exiting the body from the urinary bladder also
passes through the urethra.
Prostate
The prostate is a walnut-sized exocrine gland that borders the inferior end of the urinary bladder
and 14. surrounds/covers the urethra. The prostate produces a large portion of the fluid that
makes up semen. This fluid is milky white in colour and contains enzymes, proteins, and other
chemicals to support and protect sperm during ejaculation. The prostate also contains smooth
muscle tissue that can constrict to prevent the flow of urine or semen.
Cowper’s Glands
The Cowper’s glands are a pair of pea-sized exocrine glands located inferior to the prostate and
anterior to the anus. The Cowper’s glands secrete a thin alkaline fluid into the urethra that
lubricates the urethra and neutralizes acid from urine remaining in the urethra after urination. This
fluid enters the urethra during sexual arousal 15. before/prior to ejaculation to prepare the urethra
for the flow of semen.
Penis
The penis is the male external sexual organ located superior to the scrotum and inferior to the
umbilicus. The penis is 16. rough/roughly cylindrical in shape and contains the urethra and the
external opening of the urethra. Large pockets of erectile tissue in the penis allow it to fill 17.
with/in blood and become erect. The erection of the penis causes it to increase in size and become
turgid. The function of the penis is to deliver semen into the vagina during sexual intercourse. In
addition to its reproductive 18. function/functioning, the penis also allows for the excretion of
urine through the urethra to the exterior of the body.
Semen
Semen is the fluid produced by males for sexual reproduction and is ejaculated out of the body
during sexual intercourse. Semen contains sperm, the male reproductive gametes, along with a
number of chemicals suspended in a liquid medium. The chemical 19. composition/compund of
semen gives it a thick, sticky consistency and a slightly alkaline pH. These traits help semen to
support reproduction by helping sperm to 20. remain/keep within the vagina after intercourse and
to neutralize the acidic environment of the vagina. In healthy adult males, semen contains around
100 million sperm cells per milliliter. These sperm cells fertilize oocytes inside the female fallopian
tubes.
www.innerbody.com
139
5.5 PREGNANT BODY
SPEAKING
5.5.1 Pregnancy and Childbirth (S)
The following words are related to pregnancy and childbirth. Can you define them?
labour
delivery
naval
amniotic sac
dilate
due date
WRITING
5.5.2 Labelling a Picture (W)
Label the picture.
www.raisingchildren.net.au
LISTENING
5.5.3 Pregnancy (L)
1. Listen to the text and find synonyms for the following.
Source: http://youtu.be/jk0F-TnKFwU
uterus: ………………………………………………………………………………………………..
vagina: ………………………………………………………………………………………………..
140
amniotic sac: ……………………………………………………………………………………..
placenta: ……………………………………………………………………………………………
cervix: ………………………………………………………………………………………………..
2. Listen to the text again. Write a sentence with each of the given words.
stretch:
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………...
amniotic fluid:
…………………………………………………………………………………………………………………………………………………………
…..……………………………………………………………………………………………………………........................................
umbilical cord:
.........................................…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
eliminate:
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
mucous plug:
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
READING
5.5.4 Pregnancy Myths and Facts (R)
Take the pregnancy myths and facts quiz. Decide if the statements are true or false.
1. Nothing can relieve the symptoms of morning sickness.
www.medicinenet.com
141
2. Occasionally, small amounts of alcohol are fine for pregnant women.
www.medicinenet.com
3. Fetal alcohol syndrome describes birth defects caused by alcohol consumption during
pregnancy.
www.medicinenet.com
4. Preconception health should be addressed five years before a planned pregnancy.
www.medicinenet.com
5. Exercise is dangerous for pregnant women and should be avoided during pregnancy.
www.bodyharmony.co.za
6. Physical activity during pregnancy can lessen the discomforts associated with pregnancy.
www.medicinenet.com
142
7. Folic acid is a very important vitamin to take during pregnancy.
www.medicinenet.com
8. Since a pregnant woman is eating for two, she needs an additional 1,000 calories per day.
www.medicinenet.com
9. Not including the baby, pregnancy weight gained is all fat.
www.medicinenet.com
10. It is impossible to prevent stretch marks from occurring during pregnancy.
www.medicinenet.com
http://www.medicinenet.com/pregnancy_myths_and_facts_quiz/faq.htm
1.
2.
3.
4.
5.
6.
143
7.
8.
9.
10.
5.6 DISORDERS OF THE FEMALE REPRODUCTIVE SYSTEM
SPEAKING
5.6.1 Uterine Fibroids (S)
Answer the question.
What is a fibroid? Where can it be located?
www.healthcentral.com
VOCABULARY DEVELOPMENT
5.6.2 Uterine Fibroids Facts (V)
Read this section on uterine fibroid facts. Some root words are given for you. Use the words in their
correct form.





1. (Uterus) ……………………..………… fibroids are benign tumours that originate in the uterus.
It is not known 2. (exact) ………………………………………. why women develop uterine fibroids.
Most women with uterine fibroids have no symptoms. However, fibroids can cause a
number of symptoms 3. (depend) …………………………………. on their size, location within the
uterus, and how close they are to adjacent 4. (pelvis) ……………………………………… organs.
These are most commonly abnormal 5. (bleed) ……………………………………, pain and pressure.
Uterine fibroids are 6. (diagnose) ………………………………………. by pelvic exam and by
ultrasound.
If 7. (treat) ……………………………………….. for uterine fibroids is required, both 8. (surgery)
……………………………………….. and medical treatment options are available.
http://www.medicinenet.com/uterine_fibroids/patient-comments-269.htm
144
VOCABULARY DEVELOPMENT
5.6.3 The Nature of Uterine Fibroids (V)
Read the next section on what uterine fibroids are. Some prepositions and some location words
have been removed. Find them.
What are uterine fibroids?
Uterine fibroids are benign tumours that originate 1. …………………… the uterus (womb). Although
they are composed 2. …………………… the same smooth muscle fibers as the uterine wall
(myometrium), they are much denser than normal myometrium. Uterine fibroids are usually round.
Uterine fibroids are often described based 3. …………………… their location 4. ………………………. the
uterus. Subserosal fibroids are located 5. …………………….. the serosa (the lining membrane 6.
…………………… the outside of the uterus). These often appear localized 7. ……………………… the
outside surface of the uterus or may be attached 8. ……………………….. the outside surface by a
pedicle. Submucosal (submucous) fibroids are located 9. ……………………… the uterine cavity beneath
the lining of the uterus. Intramural fibroids are located 10. …………………………… the muscular wall of
the uterus.
http://www.medicinenet.com/uterine_fibroids/patient-comments-269.htm
www.mdguidelines.com
VOCABULARY DEVELOPMENT
5.6.4 Background, Prevalence and Symptoms of Fibroids (V)
Read the following two sections on the background, prevalence and symptoms of fibroids. Choose
the word that completes the sentence.
145
What causes uterine fibroids and how common are they?
We do not know exactly why women develop these tumours. 1. Gene/Genetic abnormalities,
alterations in growth factor, abnormalities in the vascular system, and tissue 2. response/respond
to injury have all been suggested to play a role in the development of fibroids.
Family history is a key factor, since there is often a history of fibroids developing in women of the
same family. Race also appears to play a role. Women of African descent are two to three times
more 3. like/likely to develop fibroids than women of other races. Women of African ancestry also
develop fibroids at a younger age and may have symptoms from fibroids in their 20s, in 4.
contrary/contrast to Caucasian women with fibroids, in whom symptoms typically occur during the
30s and 40s. 5. Pregnancy/Pregnant and taking oral contraceptives both decrease the likelihood
that fibroids will develop. Fibroids have not been observed in girls who have not reached puberty,
but adolescent girls may 6. rarely/rare develop fibroids. Other factors that researchers have
associated with an increased risk of developing fibroids include having the first menstrual 7.
era/period prior to age 10, consumption of alcohol, uterine infections, and elevated blood
pressure.
Estrogen 8. tends/likes to stimulate the growth of fibroids in many cases. During the first trimester
of pregnancy, about a third of fibroids will enlarge and then shrink after the birth. In general,
fibroids tend to shrink after menopause, but postmenopausal hormone therapy may cause
symptoms to persist.
Overall, these tumors are 9. fair/fairly common and occur in about 70% to 80% of all women by the
time they reach age 50. Most of the time, uterine fibroids do not cause symptoms or problems, and
a woman with a fibroid is usually unaware of its 10. present/presence.
What are the symptoms of uterine fibroids?
Most women with uterine fibroids have no symptoms.
However, abnormal uterine bleeding is the most common symptom of a fibroid. If the tumours are
near the uterine lining, or interfere with the 11. blood/bloody flow to the lining, they can cause
heavy periods, painful periods, prolonged periods or spotting between menses. Women with
excessive bleeding due to fibroids may 12. develop/improve iron deficiency anemia. Uterine
fibroids that are degenerating can sometimes cause 13. severe/severely, localized pain.
Fibroids can also cause a number of symptoms depending on their size, location within the uterus,
and how close they are to adjacent pelvic organs. Large fibroids can cause:




pressure,
pelvic pain,
pressure on the bladder with frequent or even obstructed 14. urine/urination, and
pressure on the rectum with painful or difficult defecation.
146
While fibroids do not interfere with ovulation, some studies suggest that they may impair 15.
fertile/fertility and lead to poorer pregnancy outcomes. In particular, submucosal fibroids that
deform the inner uterine cavity are most strongly associated with decreases in fertility.
Occasionally, fibroids are the cause of 16. recur/recurrent miscarriages. If they are not removed in
these cases, the woman may not be able to sustain a pregnancy.
http://www.medicinenet.com/uterine_fibroids/patient-comments-269.htm
5.7 OVARIAN CANCER
www.bionews-tx.com
VOCABULARY DEVELOPMENT
5.7.1 Opposite Words (V)
What is the oppposite of these words and phrases?
1.
2.
3.
4.
5.
6.
7.
8.
rare ↔ ……………………………………………………….
general ↔ ………………………………………………….
diarrhoea ↔ ………………………………………………
weight loss ↔ ……………………………………………
mild ↔ ………………………………………………………
earlier ↔ …………………………………………………..
intermittent ↔ …………………………………….....
sinister ↔ …………………………………………………
147
LISTENING
5.7.2 Symptoms of Ovarian Cancer (L)
Watch this video on symptoms of ovarian cancer and take notes under the following headings.
Source: http://youtu.be/NLKg-FDFGV0
1. Age of women:
………………………………………………………………………………………………………………………………………………
2. Younger women:
………………………………………………………………………………………………………………………………………………
3. Symptoms related to eating:
………………………………………………………………………………………………………………………………………………
4. Location of pain:
………………………………………………………………………………………………………………………………………………
5. Symptoms related to urination:
………………………………………………………………………………………………………………………………………………
6. You should see your GP if:
………………………………………………………………………………………………………………………………………………
7. Diary should contain:
………………………………………………………………………………………………………………………………………………
5.8 DISORDERS OF THE MALE REPRODUCTIVE SYSTEM
www.macmillan.org.uk
148
SPEAKING
5.8.1 Prostate Facts (S)
Discuss these questions with your partner.







What size is the prostate?
What is a gland?
What is the role of the prostate gland?
Prostate problems are common in men in their 30s. True or False?
What are the symptoms of an enlarged prostate?
An enlarged prostate indicates prostate cancer. True or False?
How can a doctor usually detect an enlarged prostate?
http://www.medicinenet.com/enlarged_prostate_bph_quiz/faq.htm
READING
5.8.2 Prostatitis (R)
Read this article on prostatitis and find the relevant heading for each paragraph.
Classification of prostatitis
How is the diagnosis of prostatitis made?
Prostatitis conclusion
Prostatitis definition
Prostatitis facts
What are the complications of prostatitis?
What are the risk factors for prostatitis?
What are the signs and symptoms of prostatitis?
What causes prostatitis?
What is the prognosis for prostatitis?
What is the treatment for prostatitis?
149
When should I see my doctor for prostatitis?
1. ……………………………………………………………………………………………………………..



Ten to twelve percent of all men experience prostatitis symptoms.
Prostatitis is most common prostate problem in men under the age of 50.
Prostatitis can be an acute illness or a chronic condition.
2. ……………………………………………………………………………………………………………
Prostatitis is inflammation of the prostate gland. The inflammation can be due to an infection as
well as other various causes. Nearly 10% of all males will have prostatitis at some point in their
lives. Prostatitis accounts for nearly 25% of physician office visits for genitourinary complaints in
young and middle-aged men.
The prostate gland is part of the male reproductive system, and it is a walnut-sized gland found in
men that is located below the bladder and in front of the rectum. It surrounds the urethra, the tube
through which urine and semen exit the body. Its main function is to produce seminal fluid in order
to transport sperm through the urethra.
3. ………………………………………………………………………………………………………………….
A. Acute bacterial prostatitis: Caused by a bacterial infection and it typically starts
suddenly and may include flu-like symptoms. It is the least common of the four types of
prostatitis.
B. Chronic bacterial prostatitis: Characterized by recurrent bacterial infections of the
prostate gland. Between attacks the symptoms might be minor or the patient may even
be free from symptoms, however it can be difficult to treat successfully.
C. Chronic prostatitis/chronic pelvic pain syndrome: Most cases of prostatitis fall into this
category, however it is the least understood. It can be further characterized as
inflammatory or non-inflammatory, depending upon the presence or absence of
infection-fighting cells in the urine, semen, and prostatic fluid. Often no specific cause
can be identified. The symptoms can come and go or remain chronically.
D. Asymptomatic inflammatory prostatitis: This condition is often diagnosed incidentally
during the work-up for infertility or prostate cancer. Individuals with this form of
prostatitis will not complain of symptoms or discomfort, but they will have the
presence of infection-fighting cells present in semen/prostatic fluid.
150
www.soc.ucsb.edu
4. ……………………………………………………………………………………………………………..
Prostatitis can be caused by bacteria that leak into the prostate gland from the urinary tract (the
most common bacterial cause) and from direct extension or lymphatic spread from the rectum. It
can also result from various sexually transmitted organisms such as Neisseria gonorrhoeae,
Chlamydia trachomatis, or HIV. Other organisms responsible for infection are the same found most
frequently in urinary tract infections, such as Escherichia coli. In many instances (especially in the
chronic form of prostatitis), no specific cause of prostatitis can be found.
5. ……………………………………………………………………………………………………………
Men of all ages can be affected by prostatitis, but it is more common in young and middle-aged
men. Other risk factors for the development of prostatitis include the following:







A prior history of prostatitis
Having a recent urinary tract infection
Recent use of a urinary catheter or a recent urologic procedure
Enlarged prostate gland
Having a structural or functional urinary tract abnormality
Dehydration (not enough fluids)
Local pelvic trauma or injury such as from bicycle riding or horseback riding
6. …………………………………………………………………………………………………………………
The symptoms associated with prostatitis can vary depending on the underlying cause of
prostatitis. The symptoms may appear slowly or come on quickly, and they may improve rapidly
(depending on the cause and treatment available) or they may last for several months and they can
keep recurring (chronic prostatitis). The rapidity and severity of onset is usually most pronounced
with acute bacterial prostatitis. The following are signs and symptoms that may be present with
prostatitis:





Painful, difficult and/or frequent urinating
Blood in the urine
Groin pain, rectal pain, abdominal pain and/or low back pain
Fever and chills
Malaise and body aches
151


Urethral discharge
Painful ejaculation or sexual dysfunction
7. ………………………………………………………………………………………………………………...
If you have any of the signs or symptoms consistent with prostatitis, you should see your health
care professional for further evaluation. Depending on the symptoms and your response to
therapy, your doctor may need to refer you to a urologist.
8. …………………………………………………………………………………………………………………….
Prostatitis is usually diagnosed by analyzing a urine sample and undergoing an examination of your
prostate gland by your health care practitioner. This examination involves a digital rectal
examination to palpate the prostate gland and feel for abnormalities of the gland. Occasionally, the
physician may also collect and test a sample of the prostatic fluid.
Additional tests that may be obtained include a complete blood count (CBC), an electrolyte panel,
blood cultures, a swab of urethral discharge if present, and sometimes a prostate-specific antigen
(PSA) level. The PSA test, which is used as a screening test for prostate cancer, may also be elevated
with prostatitis.
Other tests that may also be obtained include urodynamic tests (to check how well you empty your
bladder and establish if prostatitis is affecting your ability to urinate), ultrasound imaging, computer
tomography (CT) imaging, cystoscopy, and a prostate biopsy.
9. ………………………………………………………………………………………………………………
The treatment for prostatitis depends on the underlying cause and type of prostatitis. Antibiotics
are prescribed if the cause is a bacterial infection. All forms of prostatitis require pain control, and
close follow-up with your health care professional. Treatment modalities may include the following:





Antibiotics: Your doctor will decide the specific antibiotic and the duration of treatment.
Anti-inflammatory medications: These can help manage your pain.
Alpha-blockers: By relaxing the muscle fibers around the bladder and prostate gland,
alpha-blockers may decrease your urinary symptoms and help you empty your bladder.
Avoid alcohol, caffeine and spicy foods.
Lifestyle changes: If you cycle or ride horses, it is recommended to suspend this activity
until you improve.
10. ……………………………………………………………………………………………………………
There are several potential complications of prostatitis, which may include the following:






acute prostatitis becoming chronic prostatitis,
bladder outlet obstruction or urinary retention,
infertility,
abscess of the prostate gland,
spreading of the infection to the blood stream (bacteremia/sepsis), and rarely
death.
11. ……………………………………………………………………………………………………………
152



Acute bacterial prostatitis can often be treated very successfully and has a very good
prognosis.
Chronic prostatitis, and especially chronic nonbacterial prostatitis, can often lead to longterm symptoms and discomfort if treatment is unsuccessful. It is important to have close
follow-up and continued care by either your primary care physician or a urologist.
Prostatitis does not to increase your risk of developing prostate cancer.
12. ……………………………………………………………………………………………………..
Prostatitis can be an acute bacterial illness that is often easily treated with antibiotics, or it can be a
chronic condition that recurs and requires long-term medical attention.
http://www.medicinenet.com/prostatitis_inflammation_of_the_prostate_gland/article.htm
SPEAKING
5.8.3 Testicular Cancer (S)
Below you can see answers given to FAQs in connection with testicular cancer. Guess the questions
with your partner.
1) ………………………………………………………………………………………………………….………………………………… ?
Testicular cancer is combinely treated by an urologist and an oncologist.
2) ……………………………………..……………………………………………………………………………………………………….?
Testicular cancers make up for 1-2% of all the cancers in men. Of late, the frequency of occurrence
has been on the rise.
3) …………………………………………………………………………………………………………………………………..………….?
Yes, testicular cancer seems to follow a familial pattern in some cases. If your father had the
disease, the chances of you getting the cancer is 3-4 times more than a person with no family
history.
4) ………………………………………………………………………………………………………………………….………………….?
No study indicates that diet plays a role in the development of testicular cancer.
5) …………………………………………………………………………………………………………………………………………….?
Men in the age group of 25-45 years must periodically check their testicles after a warm water
bath. On examining a testicle if they find a lump they must check the other testicle, too. If the lump
is found in both the testicles then there may be no cause to worry. But if the lump is located in one
testicle alone, it is better to consult a doctor.
http://www.medindia.net/patients/patientinfo/testicular-cancer-faqs.htm#ixzz3AqcNGR1N
153
www.londonurologist.co.uk
LISTENING
5.8.4 Testicular Cancer (L)
Listen to the recording on testicular cancer and complete the sentences.
Source: http://youtu.be/_mZRsud4h2Q
1. There may be things that draw the patient's attention to the a. …………….., for example,
pain or b. ………………… in the groin area or trauma.
2. Sometimes people have trauma to the c. ……………….. and they examine themselves or
someone examines that area, and they feel a firm, d. ………………. mass within the testicle.
3. Until proven otherwise, any solid, firm mass within the testicle should be considered as a e.
………………… cancer.
4. Testicular cancer can spread to other parts of the body including the f. ………………. area, the
g. ………………. , and various other areas.
5. When cancer spreads to the h. …………………, patients may have shortness of breath or
difficulty i. ………………… .
6. Cancer can spread through the lymphatic channels to lymph j. ……………….. in the body, so
patients may feel lumps in the k. ………………. area or the groin area.
7. In general, most cases of testicular cancer will also have l. …………………. of a mass within the
testicle itself.
154
5.9 List of Words
Unit 5
The Reproductive System
abscess
tályog
adjacent
mellette fekvő
amniotic sac
magzatburok
anus
végbélnyílás
areola
bimbóudvar
asymptomatic
tünetmentes
benign
jóindulatú
breastfeeding/lactation
szoptatás
cervix
méhnyak
cilia
csillószőrök
coil
feltekeredik
constrict
összehúzódik
corona radiata
tüszőhámsejtek
Cowper’s gland
Cowper-mirigy
cremaster muscle
hererázó-izom
cryosurgery
kriosebészet
cylindrical
hengeres
defecation
székletürítés
delivery
szülés
digital rectal examination
prosztata vizsgálat (végbélen keresztül)
dilate
kitágul
discharge
váladék, váladékozás
disorder
rendellenesség
155
due date
szülés várható időpontja
elevated
megemelkedett
eliminate
kiiktat, kiküszöböl
ellipsoid
ellipszis alakú
embryo
embrió
encounter
találkozik
endometrium
méhnyálkahártya
enlarged
megnagyobbodott
epididymis
mellékhere
estimate
megbecsül, felbecsül
exocrine gland
külső elválasztású mirigy
expel
kilök, eltávolít
fallopian tube, uterine tube
petevezeték
fertilization
megtermékenyítés
f(o)etal
magzati
f(o)etus
magzat
fimbria
rojt, nyúlvány
flagellum
ostor
folic acid
folsav
follicle
tüsző
fuse
összetapad, összeolvad
gamete
ivarsejt
germ cell
csírasejt
groin
lágyék
haploid
olyan sejt, amelyben a kromoszómák csak egy
sorozatot képeznek
heavy period
erős menstruáció
156
hot flashes
hőhullámok
hysteroscope
méhtükör
impair
károsít, nem tesz lehetővé
implant
beágyazódik
infundibulum
tölcsér
intermittent
időszakosan jelentkező
intramural
méh falában található
iron deficiency an(a)emia
vashiányos vérszegénység
labia majora
nagyajkak
labia minora
kisajkak
labour
vajúdás
lump
dudor, csomó
malaise
általános rossz közérzet, gyengeség
malignant
rosszindulatú
mammary gland
emlőmirigy
mature
érik
meiosis
redukciós sejtosztódás
menopause
változókor
miscarriage
vetélés
mons pubis
szeméremdomb
mood changes
hangulatváltozások
mucous
nyálkás, nyákos
myometrium
méhizom
naval
köldök
neutralize
semlegesít
nipple
mellbimbó
obstruct
elzár
157
occlusion
elzárás
oocyte, ovum
petesejt
oogenesis
petefejlődés
oral contraceptive
szájon át szedhető fogamzásgátló
orifice
nyílás
ovarian cancer
petefészekrák
ovary
petefészek
ovulation
peteérés
palpate
tapint, kitapint
pedicle
kocsány
pedunculated
kocsányos
peristalsis
perisztaltika
placenta
méhlepény
pouch
tasak, zacskó
preconception
fogantatás előtti
pregnancy
terhesség
proliferation
osztódás, burjánzás
prolonged period
elhúzódó vérzés
prostate
prosztata
receptacle
befogadó hely
recurrent
visszatérő
screening
megfigyelés
scrotum
herezacskó
semen
ondóváladék
seminal vesicle
ondóhólyag
sepsis
vérmérgezés
shed
ont, hullat, elveszít
158
shortness of breath, difficulty breathing
légszomj
shrink
összezsugorodik
sisister
baljós
sperm cell, spermatozoa
hímivarsejt
spermatic cord, ductus deferens
ondózsinór
spermatogenesis
spermaképződés
spotting
pecsételő vérzés
stem cell
őssejt
stretch mark
hízáscsík
submucosal
nyálkahártya alatti
subserosal
savóshártya alatti
suckling
szoptatás
sudoriferous gland
verejtékmirigy
sustain
fenntart, megtart
swab
kenet
testicular cancer
hererák
testis, testicle
here
trigger
elindít, elkezd
turgid
dagadt, duzzadt
umbilical cord
köldökzsinór
urinary retention
vizelet visszatartás
uterine fibroid
mióma
uterus, womb
méh
vagina
hüvely
vas deferens
ondó elevezető cső
zona pellucida
átlátszó peteburok
zygote
zigóta
159
READING BANK
UNIT 1
Text 1
Task 1
SPEAKING
Common Infectious Diseases Worldwide (S)
What do you see in the following pictures? What diseases are they related to?
1,…………………………………..
2,.………………………………………
3,……………………………………….
www.enwikipedia.org
www.micro.magnet.fsu.edu
www.en.ird.fr
4,………………………………………….
www.tabletsmanual.com
5,………………………………………………….
www.fitsana.com
Task 2
READING
Common Infectious Diseases (R)
Read the following section on common infectious diseases and choose the word that completes the
sentence.
160
The following is a list of the most common infectious diseases throughout the world today.
Accurate numbers are difficult to determine, especially because so many of these diseases are
endemic to 1. developed/developing countries, where many people do not have access to modern
medical care.
African Trypanosomiasis (“sleeping sickness”): African trypanosomiasis is spread by the tsetse fly,
which is common to many African countries. The World Health Organization (WHO) estimates that
nearly 450,000 cases occur each year. Symptoms of the disease 2. contain/include fever,
headaches, joint pains, and itching in the early stage, and confusion, sensory disturbances, poor
coordination, and disrupted sleep cycles in the second stage. If the disease goes untreated in its
first stage, it causes irreparable neurological damage; if it goes untreated in its second stage, it is 3.
fatal/fetal.
Cholera: Cholera is a disease spread mostly through contaminated drinking water and unsanitary
conditions. It is endemic in the Indian subcontinent, Russia, and sub-Saharan Africa. It is an acute
infection of the intestines with the bacterium Vibrio cholerae. Its main symptom is copious
diarrhoea. Between 5% and 10% of those infected 4. from/with the disease will develop severe
symptoms, which also include vomiting and leg cramps. In its severe form, cholera can cause death
by 5. dehydration/rehydration. An estimated 200,000 cases are reported to WHO annually.
Cryptosporidiosis: Cryptosporidiosis has become one of the most common causes of waterborne
disease in the United States in recent years; it is also found throughout the rest of the world. It is
caused by a parasite that spreads when a water source is contaminated, usually with the faeces of
6. infecting/infected animals or humans. Symptoms include diarrhoea, stomach cramps, an upset
stomach, and slight fever. Some people do not exhibit any symptoms.
Dengue: WHO estimates that 50 million cases of dengue fever appear each year. It is spread
through the bite of the Aedes aegypti mosquito. Recent years have seen dengue outbreaks all over
Asia and Africa. Dengue fever can be 7. mild/mildly to moderate, and occasionally severe, though it
is rarely fatal. Mild cases, which usually affect infants and young children, involve a nonspecific
febrile illness, while moderate cases, seen in older children and adults, display high fever, 8.
several/severe headaches, muscle and joint pains, and rash. Severe cases develop into dengue
hemorrhagic fever, which involves high fever, hemorrhaging, and sometimes circulatory failure.
Hepatitis A: Hepatitis A is a highly contagious liver disease caused by the hepatitis A virus. Spread
primarily by the fecal-oral route or by ingestion of contaminated water or food, the number of
annual infections worldwide is estimated at 1.4 million. Symptoms include fever, fatigue, jaundice,
and dark urine. Although those exposed usually 9. develop/improve lifelong immunity, the best
protection against Hepatitis A is vaccination.
Hepatitis B: Approximately 2 billion people are infected with the hepatitis B virus (HBV), making it
the most common infectious disease in the world today. Over 350 million of those infected never
rid themselves 10. from/of the infection. Hepatitis is an inflammation of the liver that causes
symptoms such as jaundice, extreme fatigue, nausea, vomiting, and stomach pain; hepatitis B is the
most serious form of the disease. Chronic infections can cause cirrhosis of the liver or liver cancer in
later years.
161
Hepatitis C: Hepatitis C is a less common, and less severe, form of hepatitis. An estimated 180
million people worldwide are infected with hepatitis C virus (HCV); 3–4 million more are infected
every year. The 11. major/majority of HCV cases are asymptomatic, even in people who develop
chronic infection.
Influenza: Several influenza epidemics in the 20th century caused millions of deaths worldwide,
including the worst epidemic in American history, the Spanish influenza outbreak that killed more
than 500,000 in 1918. Today influenza is less of a public health threat, though it continues to be a
serious disease that affects many people. Approximately 20,000 people die 12. in/of the flu in the
United States every year. The influenza virus attacks the human respiratory tract, causing
symptoms such as fever, headaches, fatigue, coughing, sore throat, nasal congestion, and body
aches.
Malaria: Malaria is a mosquito-borne disease that affects more than 500 million people annually,
causing between 1 and 3 million deaths. It is most common in tropical and subtropical climates and
is found in 90 countries—but 90% of all cases are found in Sub-Saharan Africa. Most of its 13.
victims/patients are children. The first stage consists of shaking and chills, the next stage involves
high fever and severe headache, and in the final stage the infected person's temperature drops and
he or she sweats profusely. Infected people also often suffer from anemia, weakness, and a
swelling of the spleen. Malaria was almost eradicated 30 years ago; now it is on the rise again.
www.etravelblog.com
Measles: Measles is a disease that has seen a drastic reduction in countries where a vaccine is
readily available, but it is still 14. prevalent/prevalence in developing countries. Symptoms include
high fever, coughing, and a rash; common complications include diarrhoea, pneumonia, and ear
infections.
Meningitis: Meningitis, often known as spinal meningitis, is an infection of the spinal cord. It is
usually the result of a viral or bacterial infection. Bacterial meningitis is more severe than viral
meningitis and may cause brain damage, hearing loss, and learning disabilities. Symptoms include
severe headache, fever, nausea, vomiting, 15. lethargic/lethargy, delirium, photophobia, and a stiff
neck.
Pneumonia: Pneumonia has many possible causes, but it is usually an infection of the streptococcus
or mycoplasma bacteria. These bacteria can live in the human body without causing infection for
years, and only surface when another illness has lowered the person's 16. immune/immunity to
disease. Streptococcus pneumoniae causes streptococcal pneumonia, the most common kind,
which is more severe than mycoplasmal pneumonia.
162
Rotavirus: Rotavirus is the most common cause of viral gastroenteritis worldwide. It kills more than
600,000 children each year, mostly in developing countries. Symptoms include vomiting, 17.
water/watery diarrhoea, fever, and abdominal pain.
Tuberculosis: Tuberculosis causes nearly 2 million deaths every year, and WHO estimates that
nearly 1 billion people will be infected between 2000 and 2020 if more effective preventive 18.
procedures/ processes are not adopted. The TB bacteria are most often found in the lungs, where
they can cause chest pain and a bad cough that brings up phlegm with blood. Other symptoms
include fatigue, weight loss, appetite loss, chills, fever, and night sweats.
Typhoid: Typhoid fever causes an estimated 600,000 deaths annually, out of 12–17 million cases. It
is usually spread through infected food or water. Symptoms include a sudden and 19. sustaining/
sustained fever, severe headache, nausea, severe appetite loss, constipation, and sometimes
diarrhoea.
Yellow Fever: Yellow fever causes an estimated 30,000 deaths each year, out of 200,000 cases. The
disease has two phases. In the “acute phase,” symptoms include fever, muscle pain, headache,
shivers, appetite loss, nausea, and vomiting. This lasts for 3–4 days, after which most patients 20.
cure/recover. But 15% will enter the “toxic phase,” in which fever reappears, along with other
symptoms, including jaundice; abdominal pain; vomiting; bleeding from the mouth, nose, eyes, and
stomach. Half of all patients in the toxic phase die within two weeks; the other half recover.
http://www.infoplease.com/ipa/A0903696.html
Task 3
WRITING
Health Tips to Tourists Travelling to Hungary (W)
Give health tips to a tourist before travelling to Hungary. Write five sentences at least.
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
www.implant.uk.com
163
Text 2
READING
Stress Test (R)
Complete this stress test and then check your result.
www.mymentalhealthday.org
In the last month, how often have you: Never
Almost
never
(1 point)
1. Been upset because of something that
happened unexpectedly?
2. Felt that you were unable to control
the important things in your life?
3. Felt nervous and "stressed"?
4. Felt unsure about your ability to
handle your personal problems?
5. Felt that things weren’t going your
way?
6. Found that you could not cope with all
the things that you had to do?
7. Been unable to control irritations in
your life?
8. Felt that you weren’t on top of things?
9. Been angered because of things that
were outside of your control?
10. Felt difficulties were piling up so high
that you could not overcome them?
Score:
164
Some-times Fairly
(2 points) often
(3 points)
Very often
(4 points)
Interpreting the score:
Score your stress level
0-10 Below average. Congratulations, you seem to be handling life’s stressors well at the moment.
1114
1518
19 +
Average. Your life is far from stress-free so now is the time to learn how to reduce your stress
to healthier levels.
Medium-High. You may not realize how much stress is already affecting your mood,
productivity, and relationships.
High. You’re experiencing high levels of stress. The higher your score, the more damage stress
is doing to your mind, body, and behavior.
http://www.helpguide.org/topics/stress.htm
165
UNIT 2
Text 1
Task 1
SPEAKING
Sports Injuries – Pictures (S)
Look at the pictures below. What has happened to the sports people?
Picture 1
www.huffingtonpost.com
Picture 2
www.orthopedicsurgeonaz.com
Picture 3
www.sportorvos.hu
166
Picture 4
www.insuranceclaims.co.uk
Picture 5
www.healthmeup.com
Task 2
READING
Sports Injuries (R)
Read the following section on sports injuries and answer the questions.
The term sports injury, in the broadest sense, refers to the kinds of injuries that most commonly
occur during sports or exercise. Some sports injuries result from accidents, others are due to poor
training practices, improper equipment, lack of conditioning, or insufficient warm-up and
stretching.
Although any part of your body can be injured during sports or exercise, the term is usually
reserved for injuries that involve the musculoskeletal system, which includes the muscles, bones,
and associated tissues like cartilage.
A strain is an injury which occurs to a muscle in which the muscle fibers tear as a result of
overstretching. Strains are also colloquially known as pulled muscles. The equivalent injury to a
ligament is a sprain. Typical symptoms of a strain include localized pain, stiffness, swelling,
inflammation, and bruising around the strained muscle.
167
Strains can happen to anyone and are certainly not restricted to athletes; nevertheless, people who
are involved in sports are more at risk of developing a strain.
A sprain is an injury which occurs to ligaments caused by a sudden overstretching. The ligament is
usually only stretched, but sometimes it can be snapped, slightly torn, or ruptured, all of which are
more serious and require longer to heal.
Sprains are graded in three degrees. Although some signs and symptoms can be used to assess the
severity of a sprain, the most definitive method is with the use of Magnetic Resonance Imaging
(MRI). A first degree sprain has only minor tearing of the ligament whereas a third degree sprain is
characterized by complete rupture.
The typical signs and symptoms associated with a sprain are the cardinal signs of inflammation:
localized pain, swelling, and loss of function.
Although any joint can experience a sprain, some of the more common include the ankle, knee, and
fingers. Perhaps one of the more spoken about sprains is that to the anterior cruciate ligament of
the knee. This is a disabling sprain common to athletes, especially basketball, soccer, and judo
players.
Sprains can best be prevented by proper use of safety equipment (wrist, ankle guards), warm-ups
and cool-downs (including stretching), being aware of your surroundings and maintaining strength
and flexibility.
Achilles tendon injuries refer to a stretch, tear, or irritation to the tendon connecting the calf
muscle to the back of the heel. The most common cause of Achilles tendon tears is a problem called
tendinitis, a degenerative condition caused by aging or overuse. When a tendon is weakened,
trauma can cause it to rupture.
Stress fractures occur largely in the weight-bearing bones, such as the tibia or fibula (bones of the
lower leg) and metatarsals (bones of the foot), and are common in sports that require repetitive
impact, primarily running/jumping sports such as gymnastics or track and field. Running creates
forces two to three times a person's body weight on the lower limbs.
Stress fractures usually have a narrow list of symptoms. It could present as a generalized area of
pain, tenderness, and pain with weight-bearing. Usually when running, a stress fracture has severe
pain in the beginning of the run, moderate pain in the middle of the run, and severe pain at the end
and after the run. X-rays usually do not show any evidence of stress fractures, so a CT scan, or MRI
may be more effective in unclear cases.
Joint dislocation takes place when bones in a joint become displaced or misaligned. It is often
caused by a sudden impact to the joint. The ligaments almost always become damaged as a result
of a dislocation. Once a joint is dislocated, it may reduce (return to its proper position) on its own,
or it may require physical manipulation. Once reduction is achieved, the joint is held in place
through a splint (for straight joints like fingers and toes) or a bandage (for complex joints like
shoulders). Even if a dislocated joint reduces on its own, it should be immobilized and medical
168
attention should be sought. Contact sports such as football and basketball, as well as high-impact
sports and sports that can result in excessive stretching or falling, cause the majority of
dislocations. The shoulders, fingers, and wrists are all common places for a dislocation to occur.
Menisci are cartilaginous elements within the knee joint which serve to protect the ends of the
bones from rubbing on each other and to effectively deepen the tibial sockets into which the femur
attaches. There are two menisci in each knee, the medial and the lateral meniscus. Either or both
may be cracked, or torn, when the knee is forcefully rotated and/or bent.
Overtraining occurs when the volume and intensity of an exercise exceeds the organism’s recovery
capacity. Improvements in strength and fitness occur only during the rest period following the
training. This process takes at least 36 hours to complete. If sufficient rest is not available then
complete regeneration cannot occur. If this imbalance between excess training and inadequate rest
persists then the individual's performance will eventually plateau and decline. Overtraining may be
accompanied by one or more of the following symptoms: persistent muscle soreness, persistent
fatigue, elevated resting heart rate, increased susceptibility to infections, increased incidence of
injuries, irritability, depression and loss of motivation.
Fortunately, most sports injuries can be treated effectively, and most people who suffer injuries can
return to a satisfying level of physical activity after an injury. Even better, many sports injuries can
be prevented if people take the proper precautions.
www.ftvs.cuni.cz
1. What do sports injuries result from?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….
2. What are the typical symptoms of strain?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….
3. What are the characteristic sites of a sprain?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….
4. How can you prevent sprains?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
169
5. What do Achilles tendon injuries refer to?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….
6. Where do stress fractures happen most often?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
7. How can dislocation be treated?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
8. How can you injure your menisci?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….
9. When can overtraining occur?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
10. What other symptoms can accompany overtraining?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
Task 3
WRITING
Synonyms (W)
Find synonyms for the following from the text.
1.
2.
3.
4.
5.
6.
pulled muscles: ……….……………………………………………………………………………………………………………
third degree sprain: ………………………………………………………………………………………………………………
tear of Achilles tendon: …………………………………………………………………………………………………………
bones of the foot: …………………………………………………………………………………………………………………
a displaced joint: ………………………………………………………………………………………………………………….
reduce: ………………………………………………………………………………………………………………………………..
170
Text 2
www.topnews.ae
READING
World Spine Day (R)
Choose the word that best completes each sentence.
Every year on October 16th people from around the world join together to 1. ………… awareness on
World Spine Day 2. ………… part of the Bone and Joint Decade’s Action Week.
Spinal disorders, such as back pain, neck pain, scoliosis and disc disease, to 3. ………… a few are
common, and they can have a profound 4. …………. on a person’s overall health, impacting a
person’s ability to work, to enjoy everyday activities and even disrupting healthy 5. …………
patterns.
Research has demonstrated that 6. ………… postures and inactivity can contribute to the
development of back pain and other spinal disorders.
The good 7. …………… is that many of these common problems can be easily avoided!
That’s why this year’s theme for World Spine Day is “Straighten Up and Move,” focusing on the 8.
……………. of proper posture and movement in maintaining good spinal health. To help mark World
Spine Day, participating health 9. ……………. providers and organizations around the world will
provide important information, tips and tools to help 10. ……………. many of these spinal disorders.
1. a.rise
b.raise
c.risen
d.rose
2. a.like
b.alike
c.as
d.likely
3. a.name
b.call
c.know
d.tell
4. a.affect
b.effect
c.affection
d.effective
171
5. a.sleepy
b.sleeping
c.sleepless
d.sleep
6. a.poor
b.poorly
c.poverty
d.poorish
7. a.new
b.newly
c.news
d. newish
8. a.important
b.importantly
c.unimportant
d.importance
9. a.caring
b.cared
c.care
d.careful
10.a.prevent
b.prevention
c.preventing
d.prevented
www.worldspineday.org
172
UNIT 3
Text 1
Task 1
VOCABULARY DEVELOPMENT
Exploding Exercise Myths (V)
Can you explain these words or phrases?
couch potato ………………………………………………………………………………………………………………………………….
sedentary lifestyle …………………………………………………………………………………………………………………………
bulky ………………………………………………………………………………………………………………………………………………
subcutaneous …………………………………………………………………………………………………………………………………
expenditure ……………………………………………………………………………………………………………………………………
briskly …………………………………………………………………………………………………………………………………………….
flab …………………………………………………………………………………………………………………………………………………
all for naught …………………………………………………………………………………………………………………………………
overlook …………………………………………………………………………………………………………………………………………
lean (body) …………………………………………………………………………………………………………………………………….
subtle ………………………………………………………………………………………………………………………………………….
vigorous ……………………………………………………………………………………………………………………………………….
www.nasw.org
173
Task 2
READING
Exploding Exercise Myths (R)
Read this article on exploding exercise myths. The summary of every paragraph has been removed
and mixed up. Find the relevant title for each paragraph.
1.
2.
3.
4.
5.
6.
7.
8.
You can't be fit and fat
With the right exercise, you can get rid of trouble spots
Weight gain is inevitable as you age
Strength-training will make women too muscular
No pain, no gain
Light weights on your arms or legs can boost your exercise benefit
If you don't lose weight, there's no point in exercising
If you didn't exercise when you were younger, it could be dangerous to start when you're
older
9. If you can't exercise regularly, why bother?
10. Exercise burns lots of calories
1………………………………………………………………………………………………………………………………
“Many women are afraid that strength-training will make them bulky,” says Miriam Nelson of the
Jean Mayer U.S. Department of Agriculture Human Nutrition Research Center on Aging at Tufts
University in Boston. “They think strength-training is only for men.”
“Women naturally have less bone and muscle than men, so they need to take care of what they've
got,” says Nelson. That's why women are at greater risk of osteoporosis than men. And lost muscle
puts women at greater risk of disability as they age. And don't worry about looking like a
bodybuilder. “Women don't have enough testosterone to create big, bulky muscles,” says Nelson.
“To become a bodybuilder, women have to do a lot of weird things that most strength-training
programs don't do.”
2…………………………………………………………………………………………………………………………
Some people carry light, handheld weights when they walk or run. Others strap Velcro-fastened
weights around their ankles. Don't bother, says exercise physiologist Ben Hurley of the University of
Maryland.
“It slows you down, so you get less benefit from aerobic exercise, and it doesn't add enough weight
to give you the benefits of strength-training,” he explains.
To build muscle, you have to use weights that you can lift no more than eight to twelve times in a
row. “If you can go beyond the twelfth repetition, the resistance is too light to stress the muscle,”
174
says Hurley. “As your muscles get stronger, you need to add more weight—or other resistance—so
you can still do only eight to twelve repetitions.”
3………………………………………………………………………………………………………………………
“Some people believe that if they exercise one area, it will cause fat to be removed from that area,”
says Rosemary Lindle, a University of Maryland exercise physiologist. “In our gym the men, who
tend to store their fat in their abdomens, are on the ab machines, and the women are on the total
hip machines for hours,” she notes. “But spot-reducing is a myth.”
Abdominal and hip exercises can strengthen and tone the muscles. But those muscles are
underneath the “subcutaneous” layer of fat that gives the lovely appearance of flab. Only losing
weight can get rid of excess fat, and where you lose the weight depends on your genes. Losing
weight around the waist is easier than losing it at the hips.“I tell women to do some strengthtraining in their upper body to create a better balance between upper and lower body,” says Lindle.
“You can build your own natural shoulder pads.”
4……………………………………………………………………………………………………………………….
“People have the mistaken idea that exercise is a fabulous way to lose weight,” says William Evans
of the University of Arkansas for Medical Sciences. “But exercising doesn't burn a lot of calories.”
Walking or running a mile burns about 100 calories. But sitting still for the same time burns about
50 or 60 calories. “So the extra you expend isn't huge and people get discouraged at their slow rate
of weight loss.”
Another misconception: You keep burning considerably more calories for a long time after you stop
exercising. “Calorie expenditure is elevated for the first minute or two, but by five or six minutes
the extra expenditure is pretty small, and by 40 minutes post-exercise, it's back to where you
started,” says Evans. That doesn't mean dieters should give up on exercise. The more you exercise,
the more fit you'll get. That means you'll burn more calories because you can walk briskly or run for
five miles instead of one. So instead of burning 100 calories, you burn 500 (that's 250 more than if
you had stayed on the couch). What's more, says Evans, “the better-conditioned you are, the more
fat you burn for energy, because your muscles adapt to using an enzyme that oxidizes fat. People
who are less trained burn more carbohydrates instead.”
Dieters who exercise also lose less lean body mass—that is, less muscle—than dieters who just cut
calories. And physical activity can help with the toughest problem: keeping weight off. Says Evans:
“Studies show that after people lose weight, the best predictor of maintaining the weight loss is
whether they exercise regularly.”
5……………………………………………………………………………………………………………………….
What gets most people off the couch and into their walking shoes? It's that unwanted flab that
motivates most of us. It shouldn't.
175
“Many people don't see immediate weight loss and say it's all for naught and stop,” says exercise
expert William Haskell of Stanford University Medical School.
In fact, exercise has a laundry list of benefits beyond any impact on your next shopping trip. Among
them:
“It improves the ability of insulin to enter cells, so it lowers the risk of diabetes,” says Haskell. “It
also lowers the risk of heart disease by improving blood clotting mechanisms, lowering
triglycerides, and raising HDL - ‘good’ - cholesterol.”
Exercise alters not only your risk of disease, but your quality of life, he adds. “In our studies,
exercise improved sleep in people with modest sleep dysfunction,” that is, people who take a long
time to fall asleep or who wake up frequently at night.
“The psychological benefits of exercise are frequently overlooked,” says Haskell. “Exercise isn't a
panacea, but it has consistently been shown to relieve both depression and anxiety.”
6……………………………………………………………………………………………………………………….
Most Americans get fatter as they get older…but they don't have to. “It's a matter of reduced
physical activity levels and lower metabolic rate caused by a loss of lean body mass (muscle),” says
JoAnn Manson of Harvard Medical School.
“The lifelong loss of lean body mass reduces our basal metabolic rate as we age,” says Arkansas's
William Evans. “It's a very subtle change that begins between ages 20 and 30. The percentage of
body fat gradually increases, and it produces an ever-decreasing calorie requirement.” That's
because fat cells burn fewer calories than muscle cells. And a lower metabolic rate means that
unless you eat less, you'll gain weight over the decades.
Any activity makes you burn more calories (so you're less likely to wind up with an excess). And
strength-training can offset the loss of muscle mass.
“Starting at age 40 in women and at 60 in men, we lose six to eight percent of our muscle per
decade,” says Maryland's Hurley. “However, after only two months of strength-training, women
recover a decade of loss and men recover two decades.” That's with three weekly sessions that
take 40 minutes each, including warm-up, rest periods, and stretching. “The time spent doing the
exercises that increase muscle mass is only about five minutes a session,” says Hurley. Not a bad
return on your time.
7……………………………………………………………………………………………………………………..
“The notion that all fat people are sedentary and unfit and at high risk of disease is not true,” says
Steven Blair of the Cooper Clinic in Dallas, Texas. “Overweight and obese individuals who are fit do
not have elevated mortality rates. We need to get off those people's backs.” But in Blair's study of
25,000 men who have come to the Cooper Clinic, ten percent of the normal-weight men—and half
of the overweight men—were unfit.
176
Getting all of those unfit people—fat or thin—to move more could make a difference. In Blair's
study, low fitness was as strong (or stronger) a predictor of dying as other risk factors, like high
cholesterol, high blood pressure, and diabetes. Yet doctors rarely test a patient's fitness as part of a
checkup. “Fitness is such an important predictor of mortality, it's inexcusable not to evaluate it as
part of a person's health risk,” says Blair.
8………………………………………………………………………………………………………………………
“Many people still believe that you have to work at a very high intensity in order to get a benefit,”
says Blair. In fact, moderate-intensity exercise lowers the risk of dying just as much as high-intensity
exercise. For example, says Manson, “in the Nurses' Health Study, women who regularly engaged in
brisk walking reduced their risk of heart disease to the same degree as women who engaged in
vigorous exercise. You don't need to run a marathon.”
The trick is making sure that the exercise is at least moderate-intensity—that is, equivalent to
walking at a pace of three to four miles an hour. High-intensity exercise does have one advantage:
it saves time. It takes less time to burn the same number of calories at higher intensity. “You can
jog for 20 minutes or walk for 40 or 45,” says Blair. “You pay your money and you take your choice.”
9………………………………………………………………………………………………………………………….
It takes ten to twelve weeks of regular exercise to become “fit”—that is, to improve your
performance on a treadmill (a measure of your oxygen capacity). But your health can improve after
that first brisk walk or run. “Take a 50-year-old man who is somewhat overweight and typically has
moderately elevated blood sugar, triglycerides, or blood pressure,” says Stanford's William Haskell.
“A single bout of exercise of moderate intensity—like 30 to 40 minutes of brisk walking—will lower
those numbers.”
People should still try to at least follow the Center for Disease Control's modest advice to get at
least 30 minutes of moderate activity on most—or preferably all—days of the week, he adds. But if
you can't, don't let that stop you from taking even a single walk. “Every bout has benefits,” says
Haskell.
10…………………………………………………………………………………………………………………….
“Many people think they're too old to start an exercise program,” says Tufts University's Miriam
Nelson. “They think it's unsafe because they have heart disease or diabetes or because they're too
out of shape to start.” You're never too old to start, says Nelson. And she ought to know. In one
Tufts study, the participants were frail nursing-home residents whose ages ranged from 72 to 98.
After just ten weeks, strength-training improved their muscle strength, ability to climb stairs, and
walking speed. “When they see what a difference it makes, they're thrilled,” says Nelson. The same
goes for people with chronic diseases. “People say they can't exercise because they have arthritis,”
she adds. “But we see some of the greatest benefits in people with arthritis. Exercise reduces pain
and increases range of motion, strength, and mobility.”
177
That doesn't mean that anyone can plunge into a bout of vigorous exercise, regardless of health
history. In a recent study, ordinarily inactive people—especially men who had high cholesterol or
angina or were smokers or obese—were ten times more likely to have a heart attack within an hour
of exerting themselves (usually by jogging or heavy lifting) than at other times.
As for the all-too-common “I don't have time to exercise,” Nelson responds, “somehow, you've got
to make the time, or you're going to have medical problems like heart disease, diabetes, or
osteoporosis. And it will take a lot more time to deal with them than it takes to exercise.”
http://www.infoplease.com/ipa/A0872851.html
Text 2
READING
World Heart Day (R)
Choose the word that best completes each sentence.
World Heart Day is part of an international campaign to spread awareness about heart disease and
stroke 1. ……………… . This is the perfect day to quit smoking, get exercising and start eating healthy
– all in the name of keeping your ticker in good working order, and improving the health and well 2.
……………….. of people all over the world.
The World Heart Federation has found that heart disease and strokes are the world’s leading 3.
…..…………. of death, killing 17.1 million people every year – that is more than victims of cancer, HIV
and AIDS, and malaria.
Overeating, 4. …………….. of exercise, unhealthy diets and high blood pressure, cholesterol and
glucose levels are all factors which can trigger heart disease and threaten our own lives, and those
of our loved ones. World Heart Day was 5. ………………. up to spread the message that heart
problems can be prevented.
The aim is to 6. ………………. health globally by encouraging people to make lifestyle changes and
promoting education internationally about ways to be good to your heart. This lesson is becoming
increasingly relevant as reports of obesity, poor 7. …………….. and physical inactivity in children and
young people become more and more common.
Events 8. …………………. place to promote healthy hearts. Charities and other organisations
coordinate walks and runs, health checks, public talks, shows and exhibitions to name a few of the
interesting and 9. ………………….. events which mark the day. So on World Heart Day, get 10.
……………….. , eat your fruit and veg and get outside; both you and your heart will feel the benefits.
178
www.croi.ie
1. a. prevent
2. a. be
3. a. cause
4. a. deficient
5. a. sit
6. a. improve
7. a. eating
8. a. make
9. a. information
10. a. included
b. preventing
b. been
b. reason
b. deficiency
b. set
b. develop
b. consumption
b. take
b. informing
b. involved
c. prevention
c. to be
c. background
c. lack
c. seat
c. grow
c. slimmming diet
c. hold
c. informative
c. revolved
www.daysoftheyear.com/days/heart-day/
179
d. prevented
d. being
d. origin
d. lacking
d. sat
d. enlarge
d. diet
d. keep
d. informal
d. promoted
UNIT 4
Text 1
READING
Myths and Facts about the Bladder (R)
Dr Scott Davidson tells you myths and facts about the bladder. Some words are missing. Find them.
Myth: Small bladder, big problems
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
Some people blame a small bladder 1. ………………….. frequent leaks, but your body's normal
"capacity" is rarely the true cause of a life-disrupting problem. In healthy people, that capacity
ranges from 1 to 2 cups. The real culprit is more likely to be weak muscles, medication 2.
…………………effects, infection, or nerve damage - and treatments are available.
Myth: You need 8 glasses a day
www.chatelaine.com
We do not all need eight glasses of water a day. If you tend to leak, this could be why. Fluid needs
differ, depending 3. …………………….. your size and activity. The best advice for healthy people is to
drink when you are thirsty and stay hydrated. This keeps urine from becoming too concentrated
and lowers the 4. ……………………….. of getting kidney stones.
180
Myth: Drinking less is best
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
Waving off the waiter when he tries to refill your glass may help a little. But doctors say a healthy
bladder should be able to handle a normal 5. ………………………. of fluid. You might want to consider
downsizing that morning cup of coffee or skipping the cola, because 6. …………………………. is a
bladder stimulant.
Myth: Bladder problems are a fact of life
If bladder problems are bothering you, talk with your doctor. Incontinence is a medical problem not an inevitable 7. …………………………… of aging. Treatments will depend on a person’s specific
problem and overall health. People who seek help often see improvements in their symptoms and
their day-to-day 8. ……………………………… .
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
Fact: Twice a night isn't right
One bathroom trip during the night may be acceptable, but for two or more - called nocturia – it is
time for a checkup. To determine if it is 9. …………………………. by a treatable condition, your doctor
will want more information: a bathroom diary, a record of fluids you drank, and a list of
medications and known illnesses. Some possible causes include drinking a lot just before bed, an
enlarged 10. ..............……….., certain medications, and overactive bladder.
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
181
Fact: Anyone can have bladder trouble
Bladder problems impact men and women at many different 11. ………………………… of life. Though
they might be more common in certain groups - including women who have had children, older
adults, men with a history of prostate trouble, and people with spinal 12. ……………………….. injuries nobody should suffer silently. People with problems should seek advice from a doctor.
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
Fact: It is not always a prostate problem
Plumbing problems in men can sometimes be caused by an overactive bladder, not related to an
enlarged prostate. Both conditions can send men running to the bathroom again and again, but the
13. ………………………………. are different. Talk to your doctor about all your symptoms, 14.
………………………….. testing may be needed, and what treatments may be appropriate.
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
Fact: Kegels are for men, too
You may have heard of women doing these bladder-control moves after childbirth. Doctors
recommend them for men, too. While urinating, try 15. ………………………. the flow midstream. Then,
start again. The muscles that stop your flow are what you want to work on strengthening. Next, on
an 16. ……………………….. bladder, try contracting these muscles for 3-5 seconds and then release,
and keep the stomach, buttocks, and legs relaxed. Work up to three sets of 10 repetitions each day.
You can do Kegels anywhere, anytime, without anyone noticing.
www.kegels.com.au
182
Fact: A system and schedule may help
Bladder training is a first step that may help some people 17. ………………………… overactive bladders.
You resist the first urge to go and wait for the scheduled time. Gradually, you can try holding it 18.
………………………….. . Together with Kegels, these two methods can cut overactive bladder episodes
by half.
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
Fact: Shaping up for bladder control
A healthy lifestyle may play a supportive 19. …………………………. in preventing and lessening some
bladder problems. Doctors say getting regular exercise and doing Kegels can curb stress
incontinence, the leakage caused by coughing, laughing, or sneezing. And because carrying a lot of
extra weight causes bladder troubles, slimming 20. ………………………….. may help, too.
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
http://www.webmd.com/urinary-incontinence-oab/oab-13/slideshow-bladder-myths-and-facts
Text 2
www.kidney.org
183
READING
World Kidney Day – Sentence Completion (R)
Choose the word that best completes the sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
grown
jointed
rise
harmful
Couple
amazed
exact
box
access
pretty
rare
threat
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
growth
joints
risen
harmed
Few
amazing
exacted
bag
excess
cute
really
tweet
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
grower
jointly
raise
harmless
Three
amazement
exactly
room
exits
beautiful
rarely
treats
d.
d.
d.
d.
d.
d.
d.
d.
d.
d.
d.
d.
grows
joint
arise
harms
Numerous
amazes
exacts
cage
except
lovely
real
treat
World Kidney Day is on the 12th of March. It started in 2006 and has 1. ……………………….. quickly. In
its first year, 66 countries celebrated it and two years later that number rose to 88. The day is a 2.
………………………….. venture of the International Society of Nephrology and the International
Federation of Kidney Foundations. The aim of the day is to 3. …………………………….. awareness about
the importance of our kidneys. Campaigns and campaigners also want to highlight how 4.
…………………………. kidney disease is, and spread the message that most forms of kidney disease are
treatable. 5. ………………………………… of us ever stop to think about our kidneys. Perhaps even fewer
know exactly what they are and what they do. Our two kidneys form an 6. ……………………………..
organ that keeps our body healthy.
So just what are our kidneys and what do they do, 7. ………………………… ? They are (of course)
kidney-shaped organs each about the size of an apple. They are located under our rib 8.
………………………….., deep in our abdomen. Their main job is to keep our blood clean. They do this by
filtering and removing poisons and 9. ……………………………. water from our blood - 200 litres every
day. They also help to control our blood pressure, and they produce red blood cells and keep our
bones healthy. They’re 10. …………………………………. busy all the time. Kidney disease can affect
anyone – about ten percent of us suffer from it. Most of us don’t know we have it because it 11.
……………………………….. causes pain. If we have regular health and blood checks, doctors can quickly
detect any disease early on and 12. ………………………………. it.
www.wikipedia.com
184
UNIT 5
Text 1
Task 1
SPEAKING
Female Reproductive System Physiology – Processes (S)
What process do you see in these pictures?
1.
www.medicinenet.com
2.
www.news.softpedia.com
3.
www.health.howstuffworks.com
185
4.
www.drhealth.md
Task 2
READING
Physiology of the Female Reproductive System (R)
Read this section about the physiology of the female reproductive system. The heading of each
paragraph has been removed. Find the belonging heading and paragraph.
Fertilization
Pregnancy
Lactation
Oogenesis and Ovulation
The Reproductive Cycle
Menstruation
A. ………………………………………………………………………………………………………………….
This is the process of producing an ovum and readying the uterus to receive a fertilized ovum
to begin pregnancy. If an ovum is produced but not fertilized and implanted in the uterine
wall, the reproductive cycle resets itself through menstruation. The entire process takes about
28 days on average, but may be as short as 24 days or as long as 36 days for some women.
B. ……………………………………………………………………………………………………………….
Under the influence of follicle stimulating hormone (FSH), and luteinizing hormone (LH), the
ovaries produce a mature ovum in a process known as ovulation. By about 14 days into the
reproductive cycle, an oocyte reaches maturity and is released as an ovum. Although the
ovaries begin to mature many oocytes each month, usually only one ovum per cycle is
released.
C. …………………………………………………………………………………………………………………
Once the mature ovum is released from the ovary, the fimbriae catch the egg and direct it
down the fallopian tube to the uterus. It takes about a week for the ovum to travel to the
uterus. If sperm are able to reach and penetrate the ovum, the ovum becomes a fertilized
zygote containing a full complement of DNA. After a two-week period of rapid cell division
186
known as the germinal period of development, the zygote forms an embryo. The embryo will
then implant itself into the uterine wall and develop there during pregnancy.
D. …………………………………………………………………………………………………………………
While the ovum matures and travels through the fallopian tube, the endometrium grows and
develops in preparation for the embryo. If the ovum is not fertilized in time or if it fails to
implant into the endometrium, the arteries of the uterus constrict to cut off blood flow to the
endometrium. The lack of blood flow causes cell death in the endometrium and the eventual
shedding of tissue in this process. In a normal menstrual cycle, this shedding begins around
day 28 and continues into the first few days of the new reproductive cycle.
E. …………………………………………………………………………………………………………………
If the ovum is fertilized by a sperm cell, the fertilized embryo will implant itself into the
endometrium and begin to form an amniotic cavity, umbilical cord, and placenta. For the first
8 weeks, the embryo will develop almost all of the tissues and organs present in the adult
before entering the fetal period of development during weeks 9 through 38. During the fetal
period, the fetus grows larger and more complex until it is ready to be born.
F. …………………………………………………………………………………………………………………
This is the production and release of milk to feed an infant. The production of milk begins
prior to birth under the control of the hormone prolactin. Prolactin is produced in response to
the suckling of an infant on the nipple, so milk is produced as long as active breastfeeding
occurs. As soon as an infant is weaned, prolactin and milk production end soon after. The
release of milk by the nipples is known as the “milk-letdown reflex” and is controlled by the
hormone oxytocin. Oxytocin is also produced in response to infant suckling so that milk is only
released when an infant is actively feeding.
www.innerbody.com
Text 2
READING
Physiology of the Male Reproductive System (R)
Choose the word that best completes each sentence.
1. a. produce
2. a takes
3. a. mature
4. a. splits
5. a. heading
6. a. on
7. a. fertile
8. a. through
9. a. exterior
10. a. divide
b. to produce
b. makes
b. maturation
b. tears
b. head
b. at
b. fertilizing
b. across
b. interior
b. dividing
c. producing
c. lasts
c. maturing
c. swings
c. headed
c. up
c. fertilized
c. in
c. anterior
c. divided
187
d. produced
d. begins
d. matured
d. moves
d. headdress
d. into
d. fertilization
d. on
d. posterior
d. division
Spermatogenesis
Spermatogenesis is the process of 1. ……………………… sperm and takes place in the testes and
epididymis of adult males. Prior to puberty, there is no spermatogenesis due to the lack of
hormonal triggers. At puberty, spermatogenesis 2. ………………………. when luteinizing hormone (LH)
and follicle stimulating hormone (FSH) are produced. LH triggers the production of testosterone by
the testes while FSH triggers the 3. ……………………….. of germ cells. Testosterone stimulates stem
cells in the testes known as spermatogonium to undergo the process of developing into
spermatocytes. Each diploid spermatocyte goes through the process of meiosis I and 4.
……………………. into 2 haploid secondary spermatocytes. The secondary spermatocytes go through
meiosis II to form 4 haploid spermatid cells. The spermatid cells then go through a process known
as spermiogenesis where they grow a flagellum and develop the structures of the sperm 5.
…………………… . After spermiogenesis, the cell is finally a sperm cell, or spermatozoa. The
spermatozoa are released 6. …………………….. the epididymis where they complete their maturation
and become able to move on their own.
www.commons.wikimedia.org
Fertilization
Fertilization is the process by which a sperm combines with an oocyte, or egg cell, to produce a 7.
………………….. zygote. The sperm released during ejaculation must first swim 8. …………………… the
vagina and uterus and into the fallopian tubes where they may find an oocyte. After encountering
the oocyte, sperm next have to penetrate the outer corona radiata and zona pellucida layers of the
oocyte. Sperm contain enzymes in the acrosome region of the head that allow them to penetrate
these layers. After penetrating the 9. ………………….. of the oocyte, the nuclei of these haploid cells
fuse to form a diploid cell known as a zygote. The zygote cell begins cell 10. …………………….. to form
an embryo.
www.innerbody.com
188
Text 3
WRITING
Diagnosis and Treatment of Fibroids (W)
In the last four sections some words have been omitted and substituted with a picture. Find the
correct word.
Do untreated uterine fibroids pose a risk?
For the most part, uterine fibroids that do not cause a problem for the woman can be left
untreated. In some cases, even fibroids that are not causing symptoms require removal or at least
close 1. ……… ………………………………… . Rapid growth is a reason to watch more carefully, since a
rare cancerous form of fibroid (referred to as a leiomyosarcoma) is usually a fast-growing tumor,
and it cannot be differentiated from a benign fibroid by 2. ……………………………………… , MRI , or
other imaging studies. However, this type of tumor occurs in less than 1% of uterine fibroids.
Another risk of leaving these tumors alone is that they sometimes grow to a size that eventually
cause significant symptoms, thus requiring removal. If fibroids grow large enough, the surgery to
remove them can become more difficult and risky.
What are the usual ways of diagnosing uterine fibroids?
Uterine fibroids are diagnosed by pelvic exam and even more commonly by ultrasound. Often, a
pelvic mass cannot be determined to be a fibroid on pelvic exam alone, and ultrasound is very
helpful in differentiating it from other conditions such as 3. …………………….………
……..…….……………….s. MRI and CT scans can also play a role in diagnosing fibroids, but ultrasound is
the simplest, cheapest, and best technique for imaging the pelvis. Occasionally, when trying to
determine if a fibroid is present in the uterine cavity (endometrial cavity), a hysterosalpingogram
(HSG) is done. In this procedure, an ultrasound exam is done while contrast fluid is injected into the
uterus from the 4. …………………… . The fluid within is visualized in the endometrial cavity and can
outline any masses that are inside, such as submucosal fibroids.
Surgery for fibroids
There are many ways of managing uterine fibroids. Surgical methods are the mainstay of treatment
when treatment is necessary. Possible surgical interventions include hysterectomy, or removal of
the uterus (and the fibroids with it). Myomectomy is the selective removal of just the fibroids
within the uterus. Myomectomy can be done through a hysteroscope, laparoscope or with the
standard open 5. ………………………………………. on the abdominal wall. Some treatments have
involved boring holes into the fibroid with laser fibers, freezing probes (cryosurgery), and other
destructive techniques that do not actually remove the tissue but try to destroy it in place. Surgery
is necessary if there is suspicion of malignancy in any case of a leiomyoma or uterine mass.
189
Another technique for treating fibroids is known as uterine artery embolization (UAE). This
technique uses small beads of a compound called polyvinyl alcohol, which are injected through a 6.
..………………. into the arteries that feed the fibroid. These beads obstruct the blood supply to the
fibroid and starve it of blood and oxygen. While this technique has not been in use long enough to
evaluate long-term effects of UAE versus surgery, it is known that women undergoing UAE for
fibroids have a shorter hospital stay than those having surgery but a greater risk of complications
and readmissions to the hospital. Studies are underway to evaluate the long-term outcomes of UAE
as opposed to surgical treatment. Uterine artery occlusion (UAO), which involves clamping the
involved uterine arteries as opposed to injecting the polyvinyl alcohol beads, is currently under
investigation as a potential alternative to UAE.
Medical treatments
Non-surgical techniques are usually hormonal in nature and include the use of drugs that turn off
the production of 7. ………………………………… from the ovaries (GnRH analogs). These medications
are given for three to six months and induce a hypoestrogenic (low estrogen) state. When
successful, they can shrink the fibroids by as much as 50%. Side effects of these drugs are similar to
the symptoms of the perimenopause and can include hot flashes, sleep disturbance, vaginal
dryness, and mood changes. Bone loss leading to 8. ………………………………… after long-term (6 to
12+ months) use is the most serious complication. This may be treated with hormonal add back
therapy. These drugs may also be used as preoperative treatment for large leiomyoma to shrink
them in order to make the operation less difficult and reduce surgical risk. Low dose formulations
of oral contraceptives are also sometimes given to treat the abnormal bleeding associated with
fibroids, but these do not shrink the fibroids themselves. Use of oral contraceptive pills has been
associated with a decreased risk of developing fibroids, so some women may benefit from their use
for this purpose.
http://www.medicinenet.com/uterine_fibroids/patient-comments-269.htm
1.
www.theviewfromhere.ca
190
2.
www.medicalnewstoday.com
3.
www.kkh.com.sg
4.
www.texaschildrens.com
5.
www.atlasofpelvicsurgery.com
6.
www.phys.org
191
7.
www.twospirit.co.uk
8.
www.healthcaresciencedegree.info
Text 4
READING
World Ovarian Cancer Day (R)
Choose the word that best completes each sentence.
World Ovarian Cancer Day (WOCD) is observed on May 8. It aims to create a community where
those living with ovarian cancer, survivors and their families and friends can 1. …………….. , share
their experiences and help educate the public about this deadly disease.
WOCD is observed by hospitals, cancer 2. …………. organizations and communities worldwide. Public
educational events are held to 3. …………… awareness about the risks, symptoms and screening of
ovarian cancer.
Past events included runs, walks and races that raised funds towards scientific research of ovarian
cancer. Campaign awareness was spread via Twitter, Facebook and other 4. …………… media.
192
Every year about quarter of a million women around the world are diagnosed with ovarian cancer
and 140,000 women die of it, 5. …………. it the cancer for women with the lowest survival rate. Due
to a widespread lack of awareness and the absence of early screening tests many cases of ovarian
cancer are diagnosed late 6. ………..… to “poor outcomes”.
It is estimated that only 45% of women with ovarian cancer are 7. ……………to survive for more than
five years. About 89% of breast cancer patients survive for five or more years. The 8. …………… of
WOCD is to address this problem and to educate women and their communities about the risks,
symptoms and screening of ovarian cancer.
The first WOCD was 9. …………… in 2013. The genesis of the day was in 2009, when medical
professionals got together for an international conference where they 10. …………… their
experiences and struggles while working with ovarian cancer patients.
http://www.timeanddate.com/holidays/world/world-ovarian-cancer-day
1. a. combine
2. a. support
3. a. enlarge
4. a. society
5. a. make
6. a. driving
7. a. likely
8. a. propose
9. a. kept
10. a. shared
b. unite
b. supporting
b. distribute
b. sociable
b. made
b. leading
b. like
b. proposal
b. held
b. spread
c. connect
c. supportive
c. magnify
c. social
c. to make
c. guiding
c. alike
c. purpose
c. lasted
c. contracted
d. join
d. supported
d. spread
d. sociality
d. making
d. governing
d. liked
d. purposefulness
d. taken
d. distribute
www.ovariancancerday.org
193
Part 2
Unit 6 FINDING A JOB AND CREATING YOUR PROFILE……………………………..198
6.1 GETTING YOUR CAREER STARTED………………………………………………………199
6.1.1 Assessing Yourself (S)………………………………………………………………………………………..……199
6.1.2 Choosing a Career (S) ................................................................................................... 200
6.1.3 What Employees Are Looking For (L) ........................................................................... 201
6.1.4. Starting Your Career (V) .............................................................................................. 204
6.1.5 Steve Jobs (L) ............................................................................................................... 206
6.2 FINDING JOBS USING SOCIAL MEDIA, INTERVIEWS……………………………. 207
6.2.1 How to Find a Graduate Job Using Social Media (R) .................................................... 211
6.2.2 The Rules of Social Recruiting (R) ................................................................................. 211
6.2.3 Should You Pay Someone to Write Your CV? (R) .......................................................... 214
6.2.4 How to Create Your CV (W) .......................................................................................... 215
Unit 7 INTERVIEWS AND STARTING WORK ......................................................... 219
7.1 PROFESSIONAL NETWORKING AND INTERVIEWS………………………………. 220
7.1.1 Social Networking (S)................................................................................................... 220
7.1.2 Focus Point: LinkedIn (R).............................................................................................. 220
7.1.3 Creating Your LinkedIn Profile (1) (R) .......................................................................... 218
7.1.4 Creating Your LinkedIn Profile (2) (W) ......................................................................... 223
7.1.5 Creating Your LinkedIn Profile (3) (S) ........................................................................... 223
7.1.6. Interviews 1 (S) .......................................................................................................... 2214
194
7.1.7. Interviews 2 (S) ........................................................................................................... 225
7.1.8 Reported Interview Questions (V) ................................................................................ 225
7.1.9 Tricky Questions (S) ...................................................................................................... 226
7.2. IN THE OFFICE………………………………………………………………………………….. 227
7.2.1 The Perfect Office 1 (S) ................................................................................................. 227
7.2.2 The Perfect Office 2 (W) .............................................................................................. 228
7.2.3 Making a Good Impression (R) .................................................................................... 229
7.2.4 Benefits at Work 1 (R) .................................................................................................. 230
7.2.5 Benefits at Work 2 (S) .................................................................................................. 233
7.2.6 Codes of Practice – What to Wear 1 (R) ...................................................................... 234
7.2.7 Codes of Practice - What to Wear 2 (W) ...................................................................... 235
7.2.8 Codes of Practice – Privacy Issues (R) .......................................................................... 236
7.2.9 Encouraging Younger Staff (L) ..................................................................................... 237
Unit 8 mobility AND Cultural Diversity ............................................................... 238
8.1.1 Understanding Cultural Differences (R) ....................................................................... 239
8.1.2 Cultural Diversity Interview (S) .................................................................................... 240
8.1.3 Should I Study Abroad? Advantages and Disadvantages (R) ...................................... 241
8.1.4 My Study Abroad Experience (L) .................................................................................. 242
8.1.5 Role-Play Dialogue – to go abroad or not? (S) ............................................................ 244
8.1.6 Should You Study Abroad in Australia or New Zealand? (R) ....................................... 248
8.2 Working and Studying Abroad 2 – How to Get There……………………….. 253
8.2.1 Writing an Enquiry Letter to Study Abroad (W) .......................................................... 253
195
8.2.2 Application Letter - Erasmus Student Network (W) .................................................... 254
8.2.3 Erasmus University in a nutshell (L) ............................................................................. 255
Unit 9 Business Travel ........................................................................................ 257
9.1 Travelling Abroad on Business 1 – Tips for Travellers………………………… 258
9.1.1 Executive Planet Website – Etiquette by Country (R) .................................................. 258
9.1.2 A Guide to Business Travel (R) ..................................................................................... 259
9.1.3 SEVEN TIPS FOR BUSINESS TRAVEL (R) ........................................................................ 262
9.1.4 Business Travel ............................................................................................................ 262
9.1.5 Discussing a Group Booking for a Hotel (S) ................................................................. 268
9.2. Travelling Abroad on Business 2 – Organizing Travel………………………… 269
9.2.1 Letter of Complaint (W) ................................................................................................ 269
9.2.2 Business Travel Etiquette (L) ........................................................................................ 271
9.2.3. Corporate Travel Management from FCM (L) ............................................................. 272
9.2.4. Missed Flight – Airport Ticket Counter Encounter (S) ................................................. 273
Unit 10 DEVELOPING YOUR CAREER ................................................................... 276
10.1 TRAINING FOR WORK…………………………………………………………………….. 276
10.1.1 The Labour Market of the Future 1 (S) ...................................................................... 277
10.1.2 The Labour Market of the Future 2 (L) ...................................................................... 279
10.1.3 “It’s Never Too Late to Learn” (R) .............................................................................. 280
10.1.4. E-Learning (L) ............................................................................................................ 281
10.1.5 Addressing Weaknesses (R) ....................................................................................... 282
196
10.1.6 What is E-Learning? (L).............................................................................................. 283
10.1.7 E-Learning (S)............................................................................................................. 284
10.1.8 What’s Your Opinion about E-Learning? (W) ............................................................ 284
10.1.9 How to Write ‘For and Against’ Type Essays (1) (W) ................................................. 285
10.1.10 Writing a Letter Inviting a Tender 1 (W) ................................................................. 286
10.1.11 Writing a Letter Inviting a Tender 2 (W) ................................................................. 287
10.2.MANAGEMENT…………………………………………………………………………………288
10.2.1 What do Managers Do? (V) ....................................................................................... 288
10.2.2 Useful People to Have in Teams (S) ........................................................................... 288
10.2.3 Selecting a Team (S) ................................................................................................... 289
10.2.4 Writing an E-Mail (W) ................................................................................................ 289
10.2.5. Motivating Staff Financially (V) ................................................................................. 290
10.2.6 How to Manage Your Staff (L) ................................................................................... 290
10.2.7. Motivating Staff (R) ................................................................................................... 290
L = listening activity; R = reading activity; S = speaking activity; W = writing activity; V = vocabulary
development activity
197
Unit 6 FINDING A JOB AND CREATING YOUR PROFILE
Aims of the Unit
After completing this unit you will have the language and skills that will prepare you for the start of
your career. The two sub-units will guide you through the different stages of this wonderful
journey;


choosing your career path,
creating a modern profile.
198
6.1 GETTING YOUR CAREER STARTED
SPEAKING
6.1.1 Assessing Yourself (S)
What kind of a person are you? What have you achieved so far? What ideas do you have for the
future? Discuss these questions with your partner.
1. Where are you studying?
I’m studying at the University of ………..,
at the Faculty of ……………
on the ………………. course
2. Which year are you in?
I’m in my second year / final year
I’m a second year student
3. Is there anything you’re really interested in?
At the moment I’m specialising in ……..
I’m particularly interested in …………
I’m not quite sure what I want to do, but I think I’d prefer to work in the public sector / private
sector / financial sector / industrial sector / creative industries / medical sector
4. What are you working on at the moment?
At the moment I’m working on (writing) my dissertation / thesis. It’s about ………..
5. What do you enjoy / find difficult about studying?
I particularly enjoy ………… / I find …………… quite difficult
199
6. Why did you choose to study this subject / why did you choose this kind of work?
I chose ……………… because I’ve always been interested in / had an interest in…
I think it will help me find a good job
I think it’s an interesting subject which can help you in many different ways.
7. Have you started to look for a job yet?
At the moment I’m concentrating on my studies / dissertation, but in a couple of months I’ll
start to look for a job.
Yes, I’ve already done a few internet searches and I’ve sent my CV off to various companies.
8. What do you think you’ll get from this course?
I think the course here will give me a good understanding of the ………… .
I’ll be able to analyse information more quickly and more accurately.
Maybe it will help me to make better decisions.
It’s always good to have a theoretical background, but I think you can only really learn
through practical experience.
9. What kind of job would you like? / Where would you like to work?
I’d like to work in the financial sector / medical sector / social care sector / agricultural sector
/ legal sector because you can use the skills you have learnt, you have to think quickly,
there is usually quite a lot of variety in the work and the financial rewards are quite good.
I’d like to be a doctor / social worker / lawyer, because ….
The disadvantage is that it’s quite risky, and there is a lot of stress.
10. What kind of organisation would you like to work in? What kind of company would you like
to work for?
My ideal job would be for a small to medium size company where I would be able to use my
initiative and also work in a small team
Ideally I’d like to work for a large organisation because there’s more chance for promotion
and you can learn a lot more.
200
I think I’d probably prefer to be self-employed, because it gives you so much more freedom to
do the things you want to do.
11. What do you think are your main strengths?
I think I’m quite good at understanding problems.
I usually manage to find ways of doing things quite efficiently
I always think carefully before making a decision
12. Do you have any weaknesses?
I’m not so good at working in a big group
I don’t find it easy to tolerate other people if they’re slow or not concentrating on the job
I tend to give up if things get difficult
SPEAKING
6.1.2 Choosing a Career (S)
Discuss the following questions with your partner or in a small group.
1. Make a list of things, subjects or skills that you feel you are good at; discuss your list.
2. Which factors do you take into consideration when choosing a job? Put them in order of
importance!









location
working with people
working hours
salary
promotion
fringe benefits
job satisfaction
boss
individual work
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3. What is the most difficult or most pleasant job you can imagine?
4. Imagine that you are a careers adviser! What advice would you give someone who is:



money-motivated and prepared to take risks
a very talented musician who is not necessarily money-motivated
an achiever who has a background in IT and is a very confident person
suffering from a lack of satisfaction in their present job?

LISTENING
6.1.3 What Employees Are Looking For (L)
In the following recording Elsie Hunt, a member of a graduate recruitment team, is talking about
what employers are looking for in candidates. Listen to the recording and put a tick () next to the
item that you hear in the recording.

ability to work in a team

a degree with a good result

good language skills

motivation

computer literacy

knowledge about the firm

work experience
VOCABULARY DEVELOPMENT
6.1.4 Starting Your Career (V)
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Match the words on the left with the definitions on the right.
1. Resume/résumé [AmE]
a) a job that lasts for a short time
that a student does in order to
b) the
student of a
gainformer
experience
school/college
2. internship [AmE]
3. Alumni
c) someone whose job is to give
people advice about jobs and
professional training
4. CEO
d) curriculum vitae
5. HR
e) the person with the most
authority in a large company
6. Careers adviser/officer
counsellor [AmE]
f) the department in a company
that deals with employing &
training people
g) earning money by selling your
work to several organisations
7. bonus/perks
h) something you receive as well as
your wage for doing a particular
job
8. freelance
LISTENING
6.1.5 Steve Jobs (L)
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Do you know this man?
How did he become famous?
Watch this video (13-16 minutes) http://www.youtube.com/watch?v=UF8uR6Z6KLc
VOCABULARY DEVELOPMENT
Find the meaning of the following expressions:

dawn on somebody

visions began to diverge

screw up

side with somebody

have a falling out

let somebody down

drop the baton
1. opinions or interests are different from each other
2. have a quarrel with someone
3. support a person or a group
4. not do something that someone expects you to do
5. fail to do something
6. make a bad mistake or do something stupid
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7. you realise it for the first time
Discuss these questions with your partner or in a small group:
1. How did Jobs’ enterprise start?
2. How did Apple progress in the following years?
3. What happened when he turned 30?
4. What was the reason why he was fired?
5. How did his feelings change over time?
6. What was the irony of fate in his career?
7. What advice is he giving to the graduating students?
6.2 FINDING JOBS USING SOCIAL MEDIA, INTERVIEWS
READING
6.2.1 How to Find a Graduate Job Using Social Media (R)
Read this article about how you can use social media to help you find a job. Then answer the
questions after the article.
Using social media wisely at university can help land the perfect graduate job. Ajaz Hussain offers
his tips on how to make the most of LinkedIn and Facebook as a student.
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Photo:
ALAMY
Facebook will automatically turn as many adverts as possible into so-called "sponsored stories",
which aim to replicate the effect of word-of-mouth marketing online.
For most students, using social media and applying for graduate jobs are entirely separate
activities.
After all, status updates about your "excellent communication skills" and A* in English Literature
are as likely to interest your friends as embarrassing drunken photos are likely to impress
prospective employers. But get it right and social media can play a key role in landing the perfect
graduate job once you leave university.
Over 90 per cent of employers will use social recruiting, and among the many tools available to
students you would do well to consider your professional online brand using LinkedIn. From a
professional-looking photo, keyword-aware headline statement and summary section, to
identifying your top skills and achieving an ‘all-star’ profile, there are many aspects to building an
online presence that reflects your career ambitions.
With the relationship changes between Twitter and LinkedIn, you can also ensure you have an
integrated strategy pushing your ‘professional’ communications or ‘status updates’ from LinkedIn
to Twitter, ensuring you have a consistent message to potential recruiters.
A useful framework for preparing your 120-character maximum headline statement is to consider
your skills, qualifications, experiences, attributes and knowledge in the form of an impact
statement. Many students need to move beyond the ‘Student at University’ headline commonly
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seen for university students to something more aspiring, for example: ‘MSc Management student
at LUMS / Founder Lancaster University South-East European Society / seeking graduate analyst
role / Consultancy’.
As in your CV, you need to say more with less, and think about your past achievements and future
ambitions, considering the language of the industry and company of interest. This improves your
chances of appearing in the search results of potential recruiters, businesses and suppliers.
There are currently over 2.9 million company pages on LinkedIn, which means you have access to
local and global companies from HP (who recently exceeded 1 million followers) to Tata
Consultancy Services (India). Use the company pages to research, be the first to share breaking
news of new products and services and let your network know about your passion and interest for
a particular industry.
You can also see new jobs and which companies people have joined. As a student you can use
LinkedIn to research companies before an interview, analyse patterns of people who have joined
and move on and begin to generate your own career ideas.
Both employers and university careers services are increasingly placing emphasis on Facebook and
LinkedIn with targeted campaigns. There are over 1.6 million groups on LinkedIn – check out if your
university alumni group have a presence (if not, why not create one), join the group and seek out
groups either in the UK or overseas that you could join. Groups will allow you to accelerate your
career ambitions in ways not possible previously.
Ajaz Hussain is Postgraduate Careers Adviser at Lancaster University Management School.
http://www.telegraph.co.uk/education/universityeducation/student-life/10010861/How-to-find-a-graduatejob-using-social-media.html
1. Decide whether these statements are TRUE or FALSE!
a. When graduates apply for a job they usually do not use social media.
b. Before an interview you can get information about the company and the people.
c. Prospective employers aren’t likely to be influenced by embarrassing photos.
d. According to the writer the majority of employers seek candidates via social media.
e. The more you write in your headline statement, the more chances you will have with
recruiters.
2. Answer these questions!
1. What elements should your headline statement include?
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2. How can a graduate student take advantage of LinkedIn?
3. What does the writer mean by ’professional online brand’?
4. Apart from employers what other groups use information on Facebook and LinkedIn?
5. What is their purpose?
3. Put the words below in the proper place in the text:
How to find a graduate job using social media?
with
up
current
aware
embarrassing
chances
policy
posts
suitability
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employees
The nature of social media is that it is social, but you should be……1….. that it is not just your friends who
may read your ……2….. or comments, or view your photos.
Things you do online can affect your future career and employment ……3…… Many employers check the
social networking accounts (e.g. Facebook and Twitter) of possible ……4….. to gauge their character and
……5….. for roles.
To make a positive impression ……6….. employers through your social media accounts, you should:
• think before you post - don't post negative comments about ……7….. or former employers (venting
your anger or frustrations about your work online can be a career limiting move)
• clean ……8….. your accounts - remove potentially ……9….. or offensive content, including
inappropriate images (even ones where your friends have tagged you)
• change your privacy settings to hide certain content from work colleagues
• respect your employer's social media ……10….. - many employers have a 'no social networks
allowed' policy while at work.
READING
6.2.2 The Rules of Social Recruiting (R)
With more employers using LinkedIn, Twitter and Facebook to hire staff, Graham Snowdon explains
how jobseekers can use them to their advantage
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Laws of the social recruiting jungle: it can be tricky to be spotted with so many candidates vying for the
attention of recruiters. Photograph: Richard Allen
Chances are you are already familiar with social networks as tools for keeping in touch with friends,
or to broadcast your thoughts. But if their value as a way of connecting with potential employers
has passed you by, it's time to wise up (1) fast. A recent US survey showed that nearly 90% of
employers either use, or plan to use, social media for recruiting. However, the use of social
networking to by both jobseekers and recruiters raises several tricky questions of ethics and
ettiquette.
On the web, if it can be known, it will be known
A recent article in the New York Times told the story of Social Intelligence, a company used by some
US firms to scour (2) the web for information about potential recruits.
Much of Social Intelligence's data reportedly comes from non-social internet use – an individual's
comments on blogs or eBay activity records, for example. For many, it is a disturbing vision, and
Robert Hohman, chief executive of Glassdoor.com, a website that lets employees anonymously
review their employers (see below), foresees a backlash (3) against such data mining that will lead
to government regulation.
"When we get down to personal information, there's two types," he says. "There's that which you
have willingly shared with the world on social networks, and I think that's completely fair game.
Then there's information which you had no intention of sharing which, by some mechanism, is
being made available … morally it runs foul of what we think of as privacy."
Tarnowski points out that the Facebook data of real interest to employers may lie beyond drunken
holiday snaps and in your primary and secondary connections which, collectively, paint a far more
accurate picture.
"The list of people I choose to be friends with says a lot about the kind of person I am," Tarnowski
says. "Past job titles say a lot about what I'm likely to do in the future. The courses I've done say a
lot about what might be suitable jobs. All these snippets,(4) if you amass them, could be incredibly
valuable."
For now, there remains an understandable risk for Facebook users regarding the kind of
information employers might be party to. The network's data privacy rules remain notoriously
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slack,(5) and it is hard to delete permanently a Facebook profile. Google+, a new attempt to rival
Facebook, attempts to bridge these problems by allowing users to group their contacts into
"circles" – of family, friends and work – and share different updates with each, as well as deploying
much stronger data privacy rules.
Perhaps, thankfully for jobseekers, there is a silver lining (6) in that transparency can work both
ways. Jeffrey likens the situation for those checking out employers to that of researching a hotel on
Tripadvisor: "I don't trust the spin (7) in the brochures, I see what other people have written and
trust them to help me make my holiday decisions. You can see the same in recruitment."
For many larger employers, such openness has taken a bit of getting used to. "Companies building
social media communities are no longer in charge of the message, which is a bit scary," says Jeffery.
"In the old days, you could put a message out there in print or broadcast, and there was no way to
respond to it. In the social media age, everyone is talking out there. So whatever companies say
about themselves has to be realistic, or else we're going to get shot down. (8)"
Mirror image
Four years ago, Robert Hohman was working for the travel website Expedia and wondering about
his own next career move when he had the idea for GlassDoor.com. Seeing how easy it was for
employers to research potential recruits, why, he wondered, was it so difficult for jobseekers to see
the other way through the mirror?
"There's a tremendous information assymetry (9) between the jobseeker and the employer,"
Hohman says. "You're asking people to make some of the most important decisions of their entire
life … and asking them to do it with almost no information. But it's not because it doesn't exist."
At GlassDoor workers can anonymously rate their employers on a range of criteria such as
management structure, career prospects, salary and staff morale (10). Collectively the data – 1.75m
entries covering 120,000 companies so far – builds up an intriguing and, at times, brutally honest
picture of corporate working life.
Hohman says the aim was to build a "constructive, balanced and fair community where we could
collect information in a responsible way". All content is reviewed by GlassDoor employees before it
goes live (11), and there are strict guidelines about what can go up. "For example, you have to give
us some good things and some things that could be improved. We don't want a puff piece, (12) or a
rant piece. (13)"
Originally a US concept, GlassDoor is now taking off globally, with the UK being the site's next
highest source of traffic. But what do employers under the microscope think of such warts-and-all
(14) exposure of their pay and practices? Hohman says much of the initial suspicion has faded away
as companies see the wisdom in being honest and open online.
"You can view employer sentiment changing as the years have gone by," he says. "I wanted to build
a community that was safe for employers. If they didn't feel that, we had failed. I think we've
largely succeeded."
Extract from:
http://www.theguardian.com/money/2011/aug/19/rules-social-recruiting-linkedin-twitter-facebook/print
211
1. to wise up
a. a text or report designed to promote something
2. to scour
b. loose, not very strict
3. a backlash
c. a positive aspect of something that is generally negative
4. a snippet
d. the (positive or negative) feeling among the workforce
5. slack
e. to become aware of something you didn’t know
6. a silver lining
f. totally honest
7. spin
g. a text or report expressing anger or complaint
8. to get shot down
h. a small piece of something
9. assymetry
i. to search very carefully for something
10. staff morale
j. to be heavily criticised
11. to go live
k. to make information public
12. a puff piece
l. a sharp, usually delayed, negative reaction to something
13. a rant piece
m. very positive, often dishonest publicity
14. warts-and-all
n. inequality
READING
6.2.3 Should You Pay Someone to Write Your CV? (R)
If you have not much time (or confidence), it is possible to find a professional to write your CV for
you. Read this article and answer the questions that follow.
In a recent Question and Answer session on switching between the public and private sectors, one
of the panellists said: "Getting someone else to write your CV for you, especially a CV writing
business, is a mistake. I would always want to see how you describe yourself, rather than someone
else do it for you. Professionally-written CVs look generic and sterile and do not create a good
impression with the reader."
In my view, the belief that the individual is the best person to write their own CV is not always true.
Although many people can write their own CVs, and do it well, others struggle with a variety of
problems; such as incorrect English, not knowing how to structure a CV and not knowing how to
best highlight their most relevant strengths.
Through in-depth consultation, a professional CV writer can help identify the key achievements and
skills necessary for a particular role or sector, cut out unnecessary or irrelevant details, and pinpoint
what makes the individual stand out. This level of objectivity is one of the major benefits in working
with a professional writer. It's often difficult to be able to stand back from your own career history
to assess what's relevant or not, or to choose the most appropriate qualities.
If you do choose to work with a professional, here are some tips for working with a CV writer:
Be prepared to invest your time
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You'll probably need to answer an in-depth email questionnaire or be interviewed before any
writing actually starts. The more information you can give your CV writer to work with, the better,
so the promise of a quick turnaround time isn't always going to result in the best possible CV. Take
the time to think about your career aims, your past achievements, and the value you bring, before
you start the whole process.
Your CV will probably be used as a springboard for questions at interview, so you need to make
sure you feel happy with the way it's written and with the choice of words. Being involved in the
writing process means your CV sounds authentic.
Look for experience in your field
Ask for a CV writer who has industry experience in your sector. HR professionals and recruiters with
relevant experience can also have valuable insights into what companies are looking for.
Choose a professional writer
The UK CV-writing market is not regulated as in the USA, where the letters CPRW (Certified
Professional Resume Writer) indicate that the writer is a trained professional. This means you'll
need to do some research and shop around to find someone with the appropriate writing skills.
Look for someone who's prepared to take the time to unearth your core accomplishments, choose
exactly the right words for maximum impact and who understands what and where to edit. Ask to
see before and after samples of their work or use personal recommendations before you choose a
CV writing service.
http://jobs.theguardian.com/article/4170823/should-you-pay-someone-to-write-your-cv-/
1. Why did one of the panellists believe that you should always write your own CV?
2. According to the author, what three main difficulties do people often encounter when they
try to write a CV?
3. What benefits can a professional CV writer bring?
4. Why is preparation of the CV important?
5. Why is it more difficult to find a professional CV writer in the UK than in the USA?
6. What should you check before you employ a CV writer?
WRITING
6.2.4 How to Create Your CV (W)
With the help of this guideline create your own CV!
1. Name and Address
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Begin your CV with your full name and contact details. If you have a LinkedIn page you could
include the address here.
2. Personal Profile
Follow this section with a personal profile – a short paragraph describing your background and why
you are right for the job. Be specific, cite specific achievements.
3. Areas of Expertise
Next, list three or four areas of expertise – strengths you possess that will convince the employer
you’ll perform well in the position.
4. Work History
Outline your work history, most recent job first. Include dates worked, job title, employer, a brief
description of the role and its responsibilities and any goals you achieved. Place most emphasis on
the skills the prospective employer is looking for.
5. Education
Provide your education history. Include the name of the institution, dates you attended, courses
taken and qualifications gained.
6. Hobbies
Briefly mention your hobbies and interests. Pay attention to what they say about you. Are you a
team player? Are you a creative thinker?
7. Referees
List the details of two referees, preferably your last two managers. Alternatively, mention that they
can be supplied upon request.
8. To the Point
Keep your CV clear and to the point, don’t use fancy fonts, pictures or coloured paper. Try not to
exceed two pages in length. Write in a manner that allows the document to be read quickly – your
CV will probably be looked at for no more than 60 seconds in the first instance.
http://howto.yellow.co.nz/careers-and-work/job-search/writing-your-cv-%E2%80%93-a-quick-guide/
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Unit 7 INTERVIEWS AND STARTING WORK
Aims of the Unit
After completing this unit you will have the language and skills that will prepare you how to
become a better communicator. The two sub-units will guide you through the different stages of
this wonderful journey;


interviews and
starting work.
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7.1 PROFESSIONAL NETWORKING AND INTERVIEWS
SPEAKING
7.1.1 Social Networking (S)
Discuss these questions with your partner or in a small group

What are some of the different methods you can use to try to find a job?

What is social networking?

Can you use social media to find a job?

Do you already use Linkedin or know anyone who does?
READING
7.1.2 Focus Point: LinkedIn (R)
Read this short introduction to LinkedIn
LinkedIn is the world’s largest professional social network on the internet, currently counting 225
million users. It is used by industry experts and leaders (e.g. presidents and vice presidents),
university students, recent graduates and generally by anyone who is interested in advancing their
career. You can build and manage your online professional identity and power your career by
discovering job opportunities, business deals and new ventures.
What do the numbers say?

77% of all job openings are posted on LinkedIn
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
48% of recruiters post jobs on LinkedIn and nowhere else on social media

89% of recruiters have filled a position using LinkedIn at some point in time

97% of all HR and staffing professionals use LinkedIn in their recruiting efforts.
www.powerformula.net
217
READING
7.1.3 Creating Your LinkedIn Profile (1) (R)
Read the following text about how to make a great student profile on LinkedIn and answer the
questions that follow.
Building a Great Student Profile - Showcase your experience and professional interests on
LinkedIn!
1. Write an informative profile headline. Your headline is a short, memorable professional slogan.
For example, “Honors student seeking marketing position.” Check out the profiles of students and
recent alumni you admire for ideas.
2. Pick an appropriate photo. LinkedIn isn’t Facebook. Upload a high-quality photo (your profile will
be 7 times more likely to be viewed) of you alone, professionally dressed. No party shots, cartoon
avatars, or pictures of your puppy!
3. Show off your education. Include all your high schools, major(s) and minor, courses, and study
abroad or summer programs. Don’t be shy — LinkedIn is an appropriate place to show off your test
scores, and honors or awards.
4. Develop a professional Summary. Your Summary statement is like the first few paragraphs of
your best-written cover letter — concise and confident about your qualifications and goals. Include
relevant work and extracurricular activities.
5. Fill “Skills & Expertise” with keywords. This section is the place to include keywords and phrases
that recruiters search for. Find relevant ones in job listings that appeal to you and profiles of people
who have the kinds of roles you want.
6. Update your status regularly. Posting updates helps to keep you on the radar and build your
professional image. Mention your projects, professional books, articles, or events you’re attending.
Many recruiters read your updates!
7. Show your connectedness. Groups you join appear at the bottom of your profile. Joining some
shows that you want to engage in professional communities and learn the lingo. Start with your
university and industry groups.
8. Collect diverse recommendations. The best profiles have at least one recommendation for each
position a person has held. Recruiters are most impressed by recommendations from people who
have directly managed you.
9. Claim your unique LinkedIn URL. To increase the professional results that appear when people
search for you online, set your LinkedIn profile to “public” and create a unique URL (e.g.,
www.linkedin.com/in/JohnSmith).
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10. Share your work. You can also add actual examples of your writing, design work, or other
accomplishments on your profile, where you can share rich media or documents. What better way
to sell your skills than to show employers exactly what you can produce?
http://university.linkedin.com/content/dam/university/global/en_US/site/pdf/TipSheet_BuildingaGreatProfil
e.pdf
Now answer the questions.
Match the meaning of the word or phrase from the article with the definition below:
diverse
unique
connectedness
to be on the radar
memorable
rich
lingo
shy
engage in
(1) worth remembering or easily remembered
(2) fearful; hesitant; reluctant
(3) to be in the spotlight, the focus of attention
(4) having social or professional relationships, especially with influential or powerful persons
(5) become involved in
(6) the language and speech, especially the jargon or slang of a particular field or group
(7) different; of various kinds or forms
(8) existing as the only one or as the sole example; single
(9) of great value or worth; valuable
Answer these questions.
1. Your profile headline should be:
a. short and informative
b. memorable and long
c. clever and admirable
2. Having a photo:
a. will not help, it can be distracting
219
b. will help, but it should be something fun like a picture of your puppy
c. will result in more people looking at your profile
3. One of the following should be done frequently:
a. Developing your summary
b. Including keywords in the “Skills and Expertise” section
c. Updating your status
4. One way to show that you have professional relationships is by:
a. joining groups
b. learning the industry jargon
c. getting your own, unique URL
5. Sharing your work on LinkedIn will help you to:
a. make some money
b. promote your ability
c. make fewer connections
A final word!
The benefits of LinkedIn are almost endless with no downside to having a LinkedIn profile. Get
involved in forums, join groups and meet like-minded individuals like yourself. Best of all LinkedIn is
totally free. Job seeking is a tough business and applying for online jobs each and every day is a job
in itself! From a job seeker’s perspective, LinkedIn is another tool that you can use to help get
ahead when searching for a new job.
Don’t forget one important aspect. While the advantages and benefits of having a LinkedIn profile
can help open up doors to opportunities that may never have existed previously, having an
incomplete or unprofessional LinkedIn profile can actually have a detrimental effect and portray a
negative impression of being lazy or having a lack of attention to detail. If you choose to create a
LinkedIn profile prepare it properly and utilize everything that LinkedIn has to offer.
http://www.redstarresume.com/the-advantages-and-benefits-of-creating-a-linkedin-profile/
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WRITING
7.1.4 Creating Your LinkedIn Profile (2) (W)
Getting started on LinkedIn – create your profile at www.linkedin.com
It is really easy to start building your profile on LinkedIn. Use the advice from the text above and
from this link: http://daily.undergradsuccess.com/5-tips-to-build-your-student-linkedin-profile/ to
get started:
1. Write your LinkedIn profile headline
2. Add your education
3. Write your profile summary
4. Include any work placements in the experience section
5. List your skills and expertise (5-10 skills are enough to get started)
6. Add any publications, certifications, honors and awards and the languages you speak
Now that you have your LinkedIn profile up and running you will need to start building connections
and
networking.
SPEAKING
7.1.5 Creating Your LinkedIn Profile (3) (S)
Think about these questions and discuss them with your partner or in a small group
1. Do you think having a Linkedin profile and actively using Linkedin could help you find a job?
2. Will you use Linkedin?
3. Social media is only one place where we can we build our Networks, we can also physically go
out and network. What are some of the events or places where people can go to network
professionally?
7.1.6. Interviews 1 (S)
Discuss these questions with a partner or in a small group
Which factors and characteristics do you think are the most important in order to have a successful
interview?
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Skills / Experience /
References / Manners
interviewer
Attractiveness
/ Dress / Personality / Punctuality /
/ Confidence / Eye Contact / Smiling / Knowing the
LISTENING
7.1.7. Interviews 2 (S)
www.youtube.com/watch?v=qSylCmes5dw
Listen to this clip and answer the following questions
Top 5 job interview tips
1. Jeff and Mike are “The interview guys”. Listen to the first part of their discussion and answer
these questions.
a. What do they like to do when they are talking about job interviews?
b. Why does Mike think that Jeff is speaking so quickly?
c. Jeff says that understanding the 5 tips will help you do what?
2. Listen to the second part and write down the 5 tips.
a. ………………………………………………………………………………….
b. ………………………………………………………………………………….
c. ………………………………………………………………………………….
d. ………………………………………………………………………………….
e. ………………………………………………………………………………….
3. Listen to the second part again and fill in the following sentences.
a. It’s important to know exactly what they do ………………………………………………., and any current
events related to the company.
b. It’s important that you prepare perfect answers to some of the most commonly asked and
………………………………………………………
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c. A success story is a story from your past, work or ...……………………………………… that highlights an
achievement and reflects one of your strengths.
d. Asking the interviewer questions shows that you are prepared ………………………… about the job.
e. You need to find out beforehand exactly what the position calls for in an employee, as well as
exactly what makes up the …………………………………………………………
VOCABULARY DEVELOPMENT
7.1.8 Reported Interview Questions (V)
Your resume has been successful, they have seen and liked your LinkedIn profile and now they want
to interview you. Well done!
Interviewing for a job requires a lot of preparation and practice. A large part of your success in an
interview will be determined by how well you answer the interviewers’ questions. Some of the most
common graduate interview questions are listed below.
Imagine that after the interview you tell your friend what the interviewer asked you. Report the
interviewers’ questions below to your friend.
Interviewer’s questions
Reported questions
1. Why do you want this job?
He asked me why I wanted the job.
2. What are you studying at university?
3. Why did you choose your degree subject?
4. What is your usual role in a team?
5. Have you got any questions?
6. Have you led a team before?
7. What do you expect to be doing in 5 years
time?
8. What are your strengths and weaknesses?
9. What other jobs have you applied for?
10. How would your worst enemy describe you?
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11. Why did you choose your university and what
factors influenced your choice?
12. What has been your greatest achievement?
13. Who do you think are, or will be, our main
competitors?
14. What will you be doing in 10 years time?
15. How long would you stay with this company?
SPEAKING
7.1.9 Tricky Questions (S)
Using the previous list or one of your own ideas, what is the most difficult question you could be
asked in an interview?
Interviewers sometimes ask unusual questions that test your thinking style and ability. If you were
asked the following set of questions in an interview how would you answer them?
1. How do you put a giraffe into a refrigerator?
2. How do you put an elephant into a refrigerator?
3. The Lion King is hosting an animal conference. All the animals attend ... except one. Which animal
does not attend?
4. There is a river you must cross but it is used by crocodiles, and you do not have a boat. How do
you manage it?
http://jeremy.zawodny.com/blog/archives/009023.html
7.2. IN THE OFFICE
SPEAKING
7.2.1 The Perfect Office 1 (S)
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The office layout dilemma: open-plan cubicles or separate offices? Discuss in pairs which
environment you would like to work in. Give reasons for your choice. You can find some ideas for
your discussion under the pictures.
www.dreamstime.com
isolation from colleagues
non-hierarchical
boosts creativity
easy to communicate
lack of privacy
unpleasant smells of food, body odour
team building
everyone hears others
others might disturb
difficult to concentrate
high noise level (ringing phones, pinging emails)
WRITING
7.2.2 The Perfect Office 2 (W)
Now write down your ideas using the model below.
Working in an open-plan office has both advantages and disadvantages. On the plus side
...................................................................................................................................... .
Another positive feature is
......................................................................................................................
............................................ . We should not forget about …...........................................
........................................................... However, there are a couple of drawbacks of an open plan
office, as well. First, .............................................................................................. . Another
disadvantage ........................................................................................................... . Finally,
............................................................................... ..................................................... . All in all, I
225
would prefer (not) to work in such an environment because in my opinion
................................................................................................................................................................
........................... .
READING
7.2.3 Making a Good Impression (R)
You are going to read an article about how you can make a good impression from the very first day
at work. Choose the best heading from the list for each paragraph. There are two extra headings
that you do not need to choose.

Get there early

Don't bolt at the end of the day

Prepare how to introduce yourself

Be a good listener

Plan what you are going to wear

Don’t forget to take a snack with you

Take advantage of your new status to ask good questions

Remember names

Organize your workspace

Be the last to leave

Be positive
(1) _____________________________________________________
Perhaps, in the excitement of getting a job, you haven't thought much about what to wear to the
office each day. Make sure you find out the expected attire. While many workplaces are "business
casual," if your job is "suit and tie," you don't want to be worrying about going shopping on your
way home from your first day because you don't have the right clothing. Plan everything in
advance, as you would for an interview, so you will be comfortable and suitably attired from the
start.
(2)______________________________________________________
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Make sure that you find out how long it is going to take you to get to work. Do not put yourself in a
position of offering excuses for being late on the first day because you didn't understand the traffic
patterns. "The early bird gets the worm" isn't just a cliche; it's a reminder that when you appear
prepared and ready, you'll put yourself in a position to succeed.
(3) ______________________________________________________
You thought your "elevator pitch" was history now that you have a job? Not so fast. How do you
want to introduce yourself to new colleagues? Think beyond, "My name is ... " What do you want
them to remember about you? What do you want to be known for? Be sure to work on your eye
contact, a pleasant smile and a firm handshake. All of this will contribute to the first impression that
your colleagues have of you.
(4)
______________________________________________________
Don't be the one who tells everyone you're "not good with names." People will be impressed with
someone who takes the time and effort to learn their names. Make this a priority. A few tips: Use
people's names as soon as they are introduced. Say, "Nice to meet you, Sara." If you didn't catch
the name, or are unsure of the pronunciation, ask the person to repeat his or her name, and make
a real effort to learn it. Take notes so you'll remember people later. For example, jot down
something to help you match a new colleague's name and face. Another trick? Make an association
with the person's name. If Tom is tall, think, "Tall Tom" and you're more likely to remember it later.
(5)
______________________________________________________
Look around to see how other people organize their areas. If no one else has personal items or
photos out, consider keeping your area clear of those types of things. Keep in mind, if you look
sloppy at work, people will assume you aren't well organized enough to manage important
projects.
(6)
______________________________________________________
There's never a better time to ask questions than when you start a job. Don't miss this opportunity
to find out what you'll need to know to do your job well. Be careful, though, not to ask questions
that sound like you are challenging the status quo as soon as you start the job. Keep your questions
227
to things that you are curious about and try to save the "Why do you do it that way instead of this
other way?" types of inquiries for later on.
(7)
______________________________________________________
No one at work wants to try to teach you something and to later find out that you were
daydreaming instead of listening. Make sure that you stay focused and listen carefully, especially
when you first start a job. If you have a tendency to let your mind wander, be on alert and prevent
it from affecting your work.
(8)_______________________________________________________
Everyone expects you to be happy at work when you start a new job. Stay positive and upbeat, and
make sure to appear delighted to be there. Even if it isn't your dream job, act as if it is.
(9)
_____________________________________________________
Especially when you start a new job, don't be a clock watcher. It can't hurt to stay a little beyond
your designated hours so that everyone sees that you're more interested in getting the job done
and less interested in running for the door.
http://jobs.aol.com/articles/2013/06/12/first-day-on-job-make-good-impression/
READING
7.2.4 Benefits at Work 1 (R)
The following text is about fringe benefits (Br) or perks (US) from the point of view of start-ups. Look
at the highlighted expressions in the text and choose the correct meaning.
Perks play an important role for any company, whether that company is a small start-up or a major
league player1. Aside from enticing potential new hires2, perks vastly improve both the company
culture and the mental and physical well-being of the current employees.
228
Smaller start-ups sometimes do not have the budgets that giants like Facebook and Google have to
offer insanely awesome3 office spaces and perks. Thus, they can become entrenched and fixated on
perks that are industry standard4 and within the reach of tight budgets5.
Telecommuting, catered lunches6, paid conference visits, and life coaching7 are worth considering,
but startups need to remember that there is a whole world of creative perks they can offer
employees. There are some great ideas that can build team chemistry8, attract new hires, and will
not break the bank. Always remember that even if your company is small, you can still pack a big
punch when it comes to perks.
http://tech.co/20-perks-make-startup-attractive-potential-hires-2013-09
1. a major league player
a) someone playing in the first division
b) a big and financially stable company
2. potential new hires
a) candidates with good chances to get the position
b) candidates who have good abilities
3. insanely awesome
a) incredibly fabulous
b) mad
4. industry standards
a) very typical in the particular industry
b) common measures in industry
5. tight budgets
a) strictly monitored income and expenditure
b) high deficits
6. catered lunches
a) meals provided by a company free of charge
b) meals taken to work
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7. life coaching
a) training to improve one’s quality of life
b) a lifesaving vehicle
8. team chemistry
a) a team in the chemical industry
b) relationship between members of a team
SPEAKING
7.2.5 Benefits at Work 2 (S)
What do you think your boss should do to motivate you? Discuss with a partner which of the
following perks you would like to get.

Offer in-house yoga classes

Offer the option for a dog-friendly office space

Host poker nights at the office

Send staff to telecommute in exotic locations

Host a Liquor Friday

Have employees invite their mom or dad to cook lunch with them at the office

Host an employee awards ceremony

Provide onsite massages

Offer free music lessons

Teach employees new languages
Can you add any more?

______________________________

______________________________
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READING AND VOCABULARY WORK
7.2.6 Codes of Practice – What to Wear 1 (R)
Make word partnerships from the words below.
two-word
partnerships
face-to-face
formal
three-word
partnerships
casual
environment
clothing
work
accessories
dress
business
environment
company
contact
business
down
day
appropriate
logo
fashion
brand
names
Now insert the word partnerships into the text.
Many workplaces have dress codes, particularly workplaces in industries in which image is highly
valued and workplaces in which employees have regular ______________ (1)with customers. In a
________________________ (2) the standard of dressing for men and women is a suit, a jacket and
pants or a skirt, or a dress with____________________________ (3).
Clothing that reveals too much cleavage, your back, your chest, your feet, your stomach or your
underwear is not appropriate for a place of business. In our___________________(4) , clothing
should be pressed and never wrinkled. Torn, dirty, or frayed clothing is unacceptable. Any clothing
that has words, terms, or pictures that may be offensive to other employees is unacceptable.
Certain days can be declared__________________________ (5), generally Fridays. On these days,
_____________________________ (6) is allowed. Clothing that has the __________________ (7) is
encouraged. Sports team, university, and ___________________ (8) on clothing are generally
acceptable. You might want to keep a jacket in your office for the days when a client unexpectedly
appears on a dress down day, especially if the client is wearing a suit.
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Adapted from: http://www.onecarebhs.com/uploads/OneCare_Employment_Manual.pdf p.39
WRITING
7.2.7 Codes of Practice - What to Wear 2 (W)
Read the memo below quickly, and answer the questions.


What is the purpose of the memo?
What is the tone of the memo like?
The computer spell-checker has found eight spelling mistakes in the memo. Can you correct
them?
Date: March 10, 2013
To: All staf
From: Head of HR
Subject: Dress Code
Our firm has provided the benefit of most Fridays allowing (1) business casual attire, that is
BUSINESS casual, not business CASUAL and certainly not CASUAL. That is FRIDAYS, the rest of the
week is BUSINESS (professional) attire.
Unfortunatelly (2), each week there appears to be some confusion as to what is appropriate and
what day of the week it is. Please let common sense than fashion sense be your quide (3) when you
dress for work each day.
Denim, in particlar (4), has reached new heights of controversy. Therefore, no article of denim
fabrik (5) is appropriate at any time.
No messege (6) on any kind of clothing is allowed at any time.
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Ms Brown will exercise the right to send employees home, withot (7) pay, who are inappropriately
dressed and will take disciplinairy (8) actions for repeated violations.
READING AND LANGUAGE USE
7.2.8 Codes of Practice – Privacy Issues (R)
You are going to read about company policies concerning emails at work. Some words are missing
from the text. Choose the most appropriate answer for each gap in the text.
Many workplaces rely on email to help employees stay connected and (1) ____________ with
clients. However, many companies lack a clear policy (2) ______________ how employees can and
can't use email in the workplace. If companies don't (3) _____________ these issues, they could
find themselves in an ethical and legal quandary.
Employees sometimes assume their emails are private, but a growing number of employers (4)
________________ monitor employee emails sent from company accounts or computers.
Some companies prohibit personal email (5) ______________ in the workplace, on the basis that it
distracts employees or threatens the company's computer systems. (6) _____________ use also
increases the risk of computer viruses. Or, employers may not want employees to use company
computers to send emails containing objectional (7) _______________, images or material, or
messages with religious, political or other (8) _________________ controversial content. Some
allow limited personal use, for example only during lunch breaks.
Adapted from: http://work.chron.com/ethical-issues-email-accounts-workplace-16688.html
1. a) communicating
b) to communicate
c) reply
2. a) regarding
b) with regard
c) regarded
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3. a) talk
b) speak
c) address
4. a) routinely
b) routinously
c) as routine
5. a) using
b) usage
c) use
6. a) personal
b) personality
c) personally
7. a) word
b) context
c) language
8. a) possible
b) possibly
c) possibility
LISTENING
7.2.9 Encouraging Younger Staff (L)
In the following recording you will hear about a new initiative. Listen and answer the following
questions.
1. Which age group does the Fashion Retail Academy target?
____________________________________________________
2. Does the founder hold a degree?
____________________________________________________
3. What does the academic input cover?
____________________________________________________
4. What percentage of the time do students spend in the work place?
____________________________________________________
5. What experience do the mentors have?
____________________________________________________
6. Who developed the curriculum?
____________________________________________________
7. What is the aim of the curriculum?
____________________________________________________
8. What is the real advantage of the programme for the employer?
____________________________________________________
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Unit 8 MOBILITY AND CULTURAL DIVERSITY
Aims of the Unit
The aims of this unit are to help you become more proficient in English as it is used with regard to
mobility, travel and with cultural diversity. After completing this unit you will be familiar with:


Advantages and challenges of an experience abroad
Opportunities for study abroad.
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8.1 Working and Studying Abroad 1 – The Advantages and Disadvantages
READING
8.1.1 Understanding Cultural Differences (R)
http://www.dr-fdtc.com/cultural-differences/frames.html
By: Chris Storey
Friday, June 10, 2011
In today’s world of globalization, where advances in transport and communication have created
what many refer to as a ‘global village’, understanding and appreciating cultural differences in
business has become of vital importance to all organizations.
Companies are increasingly operating cross-border teams, and international trade is vital in today's
business world. Rapid growth of emerging markets in Asia and South America means an increase
for many in contact with business partners in areas that are possibly alien to them. Sensitivity and
maintaining a good relationship is vital when managing a business deal – understanding differences
between your own culture and an unfamiliar partner’s can make or break a business deal.
Insensitivity or misunderstanding can have a huge impact on your reputation.
Understanding and appreciating cultural differences is not just ensuring you avoid causing offence
however. Attitudes towards business, the way they are run and views on management styles can
vary greatly in different cultures. Geert Hofstede, a Dutch anthropologist specializing in assessing
cultures, conducted a study of IBM employees in more than 70 countries in which he was able to
identify several key sources of cultural difference. One of the most important was "power
distance", or “the extent to which the less powerful members of institutions and organizations
within a country expect and accept that power is distributed unequally”. Hofstede also identified
other factors that help analyze cultural-based behaviour, including whether a society is generally
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more comfortable with uncertainty, ambiguity and nuance; or if a society stresses group harmony
and "saving face".
Another example provided by Geert Hofstede is in the differing cultures of the United States and
the Middle East and the problems that can arise in business without a proper knowledge of a
prospective business partner’s culture. When negotiating in Western countries such as the United
States, once there is a mutual understanding between the two parties and a satisfactory conclusion
has been reached the cultural sign of the end of negotiations would be to ‘shake hands’. In Middle
Eastern countries however, a hand shake is a cultural sign that serious negotiations are just
beginning.
Internally, effective communication is key to any organization’s success, and so an appreciation of
different cultures is also of great importance in maintaining a professional and harmonious
environment in the workplace. Organizations in the 21st century are a mix of people from different
cultural backgrounds who have to understand each other, interact on a daily base and often work
in more than one country. Seemingly innocuous things such as eye contact, hand gestures or work
attire can cause possible offence or misunderstanding.
Above all, it is important to ensure that the increasing diversity of workplaces and the global nature
of modern business is not seen as a hindrance, and is turned into the positive that it can and should
be. Diversity brings a wider variety of viewpoints and can bring about solutions to problems that
may not previously have been seen, as well as bringing individual talents and experiences to
provide an increased adaptability.
This article was written by Chris Storey of the Association of Executive Search Consultants (AESC).
https://www.bluesteps.com/blog/the-importance-of-cultural-understanding-in-the-global-village.aspx
Complete these sentences with the words below.
1. In order to avoid causing an offense to someone in another business, it is important to be
aware of _________________________ between your societies.
2. The extent to which the less powerful members of institutions and organizations within a
country expect and accept that power is distributed unequally is called
__________________________.
3. Business
markets
in
Asia
__________________________.
and
South
America
are
identified
as
4. Our world today seems smaller and is called a ___________________ because of improved
communications and transport.
5. Some examples of non-verbal communications which may be different in other cultures are
______________________________________.
6. A _______________ in the Middle East is a sign that negotiations are just beginning.
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7. Businesses today often operate in many countries by using ___________________.
8. ____________________ can cause serious problems in business because of a violation of
cultural norms in that other culture.
9. Other factors can help us analyze cultural-based behavior, including whether a society is
generally more comfortable with ___________________________.
10. _________________ can vary in other cultures based on how that culture perceives that
businesses should be run.
Answers to choose from:
1. global village
2. cross-border teams
3. cultural differences
4. Insensitivity
5. emerging markets
6. management styles
7. power distance
8. uncertainty, ambiguity and nuance
9. hand shake
10. eye contact, hand gestures or work attire
SPEAKING
8.1.2 Cultural Diversity Interview (S)
First Student: You are thinking about taking a short term job in another country for a year. You
want to find out about the culture of that country so you go to see the Cultural Attaché at that
Embassy. Of course you want to be prepared so you list out some questions in advance. You will
want to consider things like: 1) work life; 2) social customs 3) social attitudes; 4) dating; 5) food; 6)
and things not to do.
Questions to ask the Cultural Attaché:
Second Student: Pick a country you are familiar with and jot down some things about the culture of
that county like: 1) work life; 2) social customs 3) social attitudes; 4) dating; 5) food; 6) and things
not to do.
Important aspects of your country’s culture to share with Inquirer:
Exercise:
1. Break up into pairs with each student picking one role above
238
2. Each student makes notes about either the questions to ask or the answers they might give.
3. Do a practice role play in pairs
4. Teacher will then call on several pairs to role play for the class
READING
8.1.3 Should I Study Abroad? Advantages and Disadvantages (R)
http://collegeinformations.com/tag/studying-abroad/
Every year thousands and thousands of people leave the comforts of their homes to learn English in
countries such as the United States, Canada, England, and Australia. Why do they do it? Many feel
that by studying a language in a country where it is spoken, they will be able to learn it more
quickly. Others feel that studying abroad gives them a kind of prestige in their home country. It may
even lead to a better job. And quite a few people want to study abroad for the pure pleasure and
excitement it brings.
But living and studying in another country can also have its problems. Almost everyone experiences
some level of homesickness. And a few people go home earlier than expected because their ideas
about living in another country were different from reality.
Is learning English abroad something you are interested in? Whether to learn a language by
studying abroad is a big decision. You should be aware of what you are getting into before you start
packing your bags.
Disadvantages of Studying Abroad
Studying abroad does not mean you will learn English magically. Many people think that they just
need to live in another country and they will learn the local language. This is not completely true.
You still need to pay attention and study. There are people who live in foreign countries for many,
many years without knowing the language well. However, it will probably come to you easier and
faster than if you just studied the language in your home country.
Studying abroad can be hard. You will probably have times when you miss your family, friends,
food, and everything familiar. Almost everyone goes through some culture shock. You will have to
realize and accept that it will take some time to adjust to a new way of living.
239
Studying abroad can be expensive. There is no doubt that it takes money to study abroad. It can
vary from kind of expensive to very expensive. Most places don't allow international students to
work. You will have to have the money before you arrive in the country or have someone from
home support you. Is this something that you and/or your family can afford?
Advantages of Studying Abroad
You are surrounded by English. Yes, you need to pay attention and do some studying, but
everything comes faster when you do because English is everywhere- on the streets, in the stores,
on the TV- you can't get away from it.
Your eyes are opened to the world. We often grow up thinking that our way of doing things is the
only way, or sometimes the best way. But living in a new culture helps us realize new ways of doing
things, and also helps us to see that even though we are different, we are all human. And in many
cases, not only will you get to know the natives of the country you are visiting, you may get to know
classmates from all over the world.
You learn to take care of yourself. Living in another country, even if it is with a host family, means
you might be doing things you may not have done in your home country. These include cooking,
cleaning, grocery shopping, washing clothes, figuring out transportation, making living
arrangements, setting up accounts for cell phones and utilities, etc. You may think of this as a
disadvantage, but many international students go home proud that they have become very selfsufficient.
Your life will be forever changed. One of the greatest things that happens when you do something
as big as live in another country is- you become a changed person- your outlook on life is different.
Your new maturity can help lead you to new places in your life.
You make memories that will last a lifetime. Your pictures, journals, and souvenirs will help you
remember your time abroad, but your memories and emotions of this special time will also be a
part of your life until you are very old.
So how can you know if studying abroad is right for you? First, start by talking to people who have
already done it. Of course everyone will have his or her own experience and point of view, but it
can be really helpful to hear what other people have to say. If you don't know anyone who has
studied abroad, ask others about their experiences through the internet. Dave's ESL Cafe is a good
place to start.
If you do decide that you are interested in going abroad, take a look at websites like
www.HyperStudy.com to search for schools and get advice on where to go.
Studying abroad can really change your life. And hopefully if you decide to do it, it will be a
wonderful experience for you. The very best of luck to you.
http://www.5minuteenglish.com/study_abroad.htm
Select a phrase to finish the sentence:
1. Studying abroad means you will learn the language ….
 very quickly
 almost not at all
 a little more quickly
2. Studying abroad can be
 really easy
240


hard due to culture shock
an experience that requires little adjustment
3. Financing a study abroad experience
 will be no problem
 is easy because you can find scholarships
 needs to be something you can afford
4. Living in a new country
 will not be much different
 can open your eyes to the world
 helps us see that everyone does pretty much the same thing
5. When living in another country
 a host family can take care of all your needs
 you can pay someone to do your chores
 you will have to learn to become self-sufficient
6. An experience of living abroad
 will make you a changed person
 is not much different than living at home
 will make you less mature as you depend on others
7. A study experience abroad will give you



a lot of headaches and few memories
many low moments and depression
a lifetime of memories of a special time in your life
8. To know if studying abroad is right for you
 watch television for inspiration
 go to google
 talk to people who have done it before
LISTENING
8.1.4 My Study Abroad Experience (L)
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http://blog.openstudy.com/2010/04/22/5-steps-to-your-best-study-abroad-experience/
Listen to this YouTube audio: Georgia Sanders, University of Exeter
YouTube link: http://www.youtube.com/watch?v=ywaV5NRkFik
Listen to the presentation and answer the questions.
1. Where did she study abroad?
………………………………………………………………………………………..
2. What did she find as her “best” experience in her class?
……………………………………………………………………………………
3. Why did she believe that study abroad would better prepare her for her future?
…………………………………………………………………………………………
4. What does she emphasize people should do if they want to get a study abroad?
…………………………………………………………………………………………
5. Who can you talk to if you have any questions or to get great tips?
…………………………………………………………………………………………
6. What is her field of study?
…………………………………………………………………………………………
Listen to the text again and circle the correct answer.
7. What is her main reason for studying abroad?
a) earning some money
b) knowing other cultures
c) opening up career possibilities
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8. What other reason does she think is important to study abroad?
a) experience of cultural diversity
b) making awesome friends
c) tasting other food
9. What was her work ethic discovery related to her classes?
a) there were too many students in the class
b) much of the school work was performed at home
c) the school used continual assessment and emphasized class participation
10. What slang or jargon does she use too much of?
a) You know
b) Uh, um
c) Like
SPEAKING
8.1.5 Role-Play Dialogue – to go abroad or not? (S)
Role-play instructions for Student A - Anna
Your name is Anna and you’ve just finished high school. You are extremely disappointed about not
having been given a place on the university course of your dreams and you are sure that you are
not willing to study anything else. You are now thinking about how to spend your coming year. Ask
your family’s opinion.
Role-play instructions for Student B – Anna’s Older Sister
Your younger sister, Anna, has not been given a place on the university course of her dreams and is
thinking about how to spend her coming year. You are advising her to take a gap year abroad to
enjoy life, gain experience, work, earn money and improve her English. This will be the time of her
life. Studying can wait.
Anna is hesitating about what to do and asking for your family’s advice.
Role-play instructions for Student C - Parent
Your younger daughter, Anna, has not been given a place on the university course of her dreams
and is thinking about how to spend her coming year. As a responsible parent you would like her to
stay at home and study for the next exam, which is due this time next year. You think it is a waste
243
of time and money to spend this precious time otherwise. This is the only way for her to go on with
her studies.
Anna is hesitating about what to do and asking for your family’s advice.
Speaking Task:



Form groups of threes (Student A, Student B and Student C)
Try to convince Anna according to your role play card at the family table
Take turns in expressing your arguments till Anna can make a decision or you can reach a
compromise. Try not to hurt each other’s feelings.
Useful expressions for conducting a sophisticated argument:
Asserting your view:
I see your point, but....
I don't quite agree here.
I cannot accept your view that ...
I cannot share this view.
I really feel that..........
What I mean is..............
My impression is that……
The point is that…......
I (personally) believe that………..
It strikes me that……………
I think/I don’t think………….
Yes, I agree up to a point, however ..
Yes, perhaps, however …
Well, yes, but ….....
Yes, in a way, however ...
Hmm, possibly, but …
Well, you have a point there, but ...
There's something there, I suppose, however...
Yes, I suppose so, however …
I guess you could be right, but ...
That's worth thinking about, but ...
Interrupting:
I'm sorry I didn't catch what you said...
Excuse me, can I just say/ask………….?
Sorry to interrupt but…….
Yes, but………….
Stopping interruptions:
244
Er………..
If I could just finish………..
I’ll just finish what I was saying….
http://www.teflsites.com/Expressions%20for%20Discussion%20and%20Debate%20new.pdf
READING
8.1.6 Should You Study Abroad in Australia or New Zealand? (R)
Published 05/03/2013 by Natalie Southwick
Dreaming of study abroad down under? Let's discuss if Australia or New Zealand is a better fit for
you!
Australia and New Zealand may be on the other side of the world, but they're some of the globe's
most popular study abroad destinations. Australia, in fact, is the sixth-most-popular study abroad
location for American students. Whether it's the shared language, the
stunning scenery or the locals' reputation as some of the world's nicest people, these two
countries are both incredibly appealing places to spend a semester or two.
But how to decide? Both places have tons of benefits and great study abroad options, so it may
seem impossible to choose just one. Still, there are some major factors to consider, including the
climate, culture, different types of programs, expenses, your feelings about rugby, and, most
importantly, those accents.
Read on to determine if you should study abroad in Australia or New Zealand!
Population, Climate and Location
Nestled next to each other in the Oceania corner of the world, these two island nations are not
exactly conveniently located if you're coming from - well, pretty much anywhere else. Still, their
isolation from other continents is part of their appeal - both countries boast unique flora and fauna
that can't be found in any other part of the world. With so much natural beauty, adventure sports
for adrenaline junkies and friendly locals, you won't ever want to leave - which is good, because the
nearest countries are still hundreds or even thousands of miles away!
Australia, the world's sixth-largest country, is the big brother in terms of both population and land
mass. The nation has almost 23 million residents - a big increase from the island's initial Aboriginal
population and a few thousand British prisoners - and a whopping 89 percent of them live in the
coastal urban areas. In fact, more than half of Australia's population (14 million, to be exact) lives in
the country's five largest cities.
Adventure in the hot Aussie desert!
245
The famous Outback, which takes up most of the center of the island, is still largely wild,
unpopulated territory - pretty, for sure, but probably not where you'll be doing most of your
studies. Home to the Great Barrier Reef (one of the Seven Natural Wonders of the world), Ayers
Rock, pristine beaches and everyone's favorite marsupials, Australia has an abundance of natural
riches.
http://emmakellydooz.wordpress.com/tag/ayers-rock/
With this kind of scenery, it's no wonder the locals are so cheerful. Covered by broad swaths of
desert and receiving the second-lowest rainfall of all seven continents (after Antarctica), Australia is
mostly hot and dry, with a tropical northern coast and a more temperate climate in the southeast
near Sydney. If you're heading to Australia, make sure to pack your sunscreen.
Comparatively tiny New Zealand - or Aotearoa, as it's known in the Maori language - is divided
between two main islands, creatively named the North and South Islands, and a group of much
smaller outlying islands. As one of the world's youngest and still-changing land masses, New
Zealand's volatile ground has created what might be the globe's most spectacular land of contrasts.
From the soaring peaks of the Southern Alps to the black sand beaches of Muriwai, the stunning
fjords of Te Anau National Park to the ski slopes of Queenstown, there's no reason to spend any
more time inside than absolutely necessary.
http://hu.wikipedia.org/wiki/Moeraki-szikl%C3%A1k
Just like the topography, the climate of New Zealand varies wildly from one location to another,
from the semi-arid Central Otago vineyard plains to the snowcapped peaks of the South Island's
mountains. The islands have mostly cool, temperate weather with plenty of rainfall, but the
weather can change unpredictably - the local wisdom is that the only dependable weather
prediction is the opposite of whatever the meteorologist on TV says.
With just 4.4 million residents in the whole country, New Zealand actually is, as the joke goes,
home to far more sheep than people (about a 7:1 sheep: human ratio, to be exact). Almost 75
percent of those people live on the North Island, with about a third concentrated in the Auckland
metropolitan area, so there are plenty of places where you can actually see the stars.
246
Cost of Living in Australia vs. New Zealand
The conventional wisdom about Australia has always been that it's expensive, and unfortunately
this is one stereotype that's based in fact. Living on an island is, by definition, rarely cheap, since
anything you might want that doesn't grow there has to be imported. Fear not though, study
abroad students! There is budget fun to be had down under.
Mercer's cost of living rankings from 2012 had Sydney at #11, just barely missing the cut to join the
illustrious club of the world's top 10 most expensive cities. Melbourne was close behind at 15,
Perth was 19th, and capital Canberra, Brisbane and Adelaide followed right behind at 23, 24 and
27, respectively. A more recent study put both Sydney and Melbourne in the world's top five, with
Sydney ranked third.
http://hu.wikipedia.org/wiki/F%C3%A1jl:Brisbane_CBDandSB.jpg
At the current exchange rate, the Australian dollar is about equal to the US dollar, but prices are far
from equivalent. Some goods retail for similar prices to those found overseas, but food in particular
can be extremely expensive. A six-pack of beer sells for around $15, while a pint out at a bar will
run you about $10 - prices that could even give pause to a New Yorker. The University of
Technology Sydney recommends that international students prepare for life in the city by arriving
with somewhere between A$14,786 and A$25,680 for a full year there. In fact, as of July 2012,
international students headed to Australia must demonstrate that they have at least $18,610 if
they intend to spend a year studying in the country. If your heart is set on Australia, you should
start saving your pennies (and hundred dollar bills) now.
In comparison, studying abroad in New Zealand is certainly a affordable option, with the highestranked city, Auckland, clocking in at #56. The only other city to land in the top 200 was the capital
of Wellington, at a respectable 74. They're still not cheap cities, compared to other regions of the
world, but next to their neighbor, they're positively a bargain.
http://hu.wikipedia.org/wiki/F%C3%A1jl:WellingtonPanorama.jpg
Right now, USD $1 will get you NZD$1.2 - not a huge difference, but that .2 adds up eventually. A
pint of beer at a bar should cost about $3.75 and an average movie ticket will be about $8.50. You
can get a basic meal at a restaurant for between $6.75- $12.50, while two miles in a taxi will cost
about $7.50. These prices still aren't dirt-cheap, but they're probably more equivalent to what
you're used to paying in cities at home.
"Between Australia and New Zealand, I would say NZ all the way. New Zealand has somewhat of a
"frontier" feel to it; people look out for each other and there is a sense that we're all in this together.
If you're looking to go to a place where you can have an adventure, meet some great people, and
247
not spend as much as you would in Europe, New Zealand is the place for you." - Sarah Timmings,
former NZ student
Universities and Programs in Australia versus New Zealand
If you choose to study abroad in Australia, you're almost certainly going to be in one of the major
cities. Sydney has the widest range of different programs and universities, including Macquarie
University and the University of Sydney, generally considered one of the top schools in the
country. Programs offer studies in fields from botany to linguistics, and many include cultural
activities and excursions to places like the Great Barrier Reef, the Outback, or even other countries
like New Zealand or Thailand. Programs in other cities like Melbourne, Brisbane and Perth all have
their own benefits like access to world-class arts programs and research, proximity to natural
attractions like the Gold Coast and koala sanctuaries, and one-of-a-kind study opportunities like
marine biology or conservation work.
With only a handful of cities, study abroad programs in New Zealand are concentrated almost
entirely in Auckland and Wellington, with a few scattered in smaller cities like Dunedin and
Christchurch. Most Auckland programs are affiliated with the highly regarded University of
Auckland (the country's top school), and they offer students the chance to study everything from
political science to Hebrew. In Dunedin, you can study at the University of Otago, New Zealand's
first university, or head to Victoria University in the cultural hub of Wellington. Some programs
also provide opportunities for internships with local businesses or organizations- considering the
country's relatively small workforce, these are a great way to get more involved with the culture
and issues you care about!
Culture and Life Down Under
As one of the world's most urbanized countries, Australia's cities are the place to be. Cosmopolitan
Sydney boasts world-famous architecture, top restaurants, excellent museums and theater and one
of the globe's best aquariums. We've heard there's a famous building there, too. Smaller cities like
culturally rich Melbourne and the more industrial western coastal city of Perth don't have the same
international draw, but still have plenty to keep you busy for a semester (constant beach access,
anyone?).
Australia is an interesting mix of Western Anglo and Aborigine influences, with the country trying to
find a balance between the two very different backgrounds of its population. Known for wine
production, tall movie stars and attractive Olympic swimmers, Australia is a relaxed nation of
friendly, fun-loving people who are just as happy to toss a Frisbee around with you as to give you
directions or share a beer (or three).
Like any siblings, New Zealand and Australia have a long-running, mostly-friendly rivalry, based
primarily on making jokes about the other nationality's romantic preferences for sheep and peculiar
accent patterns. The competition only really heats up around important rugby matches, so just be
aware which country you're in before you say anything flattering about the other nation.
Even more so than Australia, New Zealand is all about the outdoors and thrill-seaking: every
region has its own distinct features, activities and awe-inspiring scenery. It seems like everyone in
the country has a part-time job at an outdoor adventure company, at least two pair of hiking boots
and a tent ready to go at a moment's notice. With one of the lowest median incomes in the
developed world, New Zealand residents (or Kiwis, as they're better known) are used to making the
best of what they have - and for most of them, this means spending as much time as possible
enjoying the natural beauty of their surroundings. Cities like Auckland, Wellington and stillrecovering Christchurch have plenty to offer in the way of restaurants, art and nightlife, but the
main draw of the country will always be its non-manmade features.
248
Be sure to catch a New Zealand rugby game!
One of the most distinguishing characteristics of New Zealand is its renewed emphasis on
recognizing and celebrating the culture of the Maori people - the islands' original residents.
Currently, almost 15 percent of the population identifies as Maori, with an even higher percentage
among younger groups. Over the last few decades, there has been a large-scale effort to preserve
the Maori culture and incorporate it into all aspects of Kiwi life.
Many signs across the country are printed in both English and Maori, and people will often refer to
locations by their Maori names. The language is taught in schools across the country - if you have
time to study it, it's a fascinating and important piece of New Zealand's heritage.
The culture is relaxed and casual - it's not uncommon to see people walking around the streets of
urban Auckland with no shoes. There are even offices that allow their employees to go shoeless however shirts, as far as we know, are still required. Rugby is king here, so brush up on your
knowledge of tries and scrums before you venture out in an All Blacks (the beloved national team)
jersey. Kiwis are very conscious about their international image - as a foreigner, everyone in the
country will interrogate you about your experience there, and even one tiny criticism is enough to
cause concern. Luckily, there's very little to criticize about this gorgeous, friendly nation.
The Breakdown
Wanna read the fine print? Here are some conclusions: you should choose to study abroad in
Australia if you want to live in a vibrant, active city, can "keep up" with the partying locals, and
prefer hot, dry weather and beaches. It also helps if you've always wanted to see a kangaroo in
person and don't mind breaking the piggy bank to do it! You can see what other students have to
say about their time studying abroad in Australia here.
On the flip side, you should head to New Zealand if you want to be in the middle of nature, are okay
with eating lamb three times a week and don't mind changing weather (and lots of rain!). If you've
often wondered if you are a hobbit or not (shoes are overrated) and think jumping off of a bridge
sounds GREAT, New Zealand will be the perfect fit! Students in New Zealand often rave about the
fantastic time they had studying abroad there.
Both New Zealand and Australia have tons to offer study abroad students. There are differences in
price, weather, location and free-time activities, but both countries are high-demand destinations
for a reason. Most people who study abroad in either of these countries return home already
planning their next visit back. By all means, go, but be prepared to fall in love with whichever
country you ultimately choose.
http://www.gooverseas.com/blog/study-abroad-australia-or-new-zealand
True and False Exercise
1. New Zealand is the 6th most popular country for American students to go to study.
T ___ F___
2.
Both New Zealand and Australia are pretty well located, close to many other nations.
T ___ F ___
3. Australia is by far the larger of the two countries, but it has a smaller population.
T ___ F ___
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4. Australia is quite unique, it is an island and is host to the Great Barrier Reef.
T ___ F ___
5. The
native
people
of
New
Zealand
speak
the
Maori
language.
T ___ F ___
6. International Students going to Australia must have at least 20,000 US Dollars first year.
T ___ F ___
7. If you study in New Zealand you may have a chance at internships with local businesses
T ___ F ___
8. Australia
is
one
of
the
world's
most
urbanized
countries.
T ___ F ___
9. You should head to New Zealand if you want to be in the middle of nature, don’t mind
changing
weather
and
want
to
see
kangaroos.
T ___ F ___
10. You should choose to study abroad in Australia if you want to live in a vibrant, active city,
and
can
"keep
up"
with
the
partying
locals
T ___ F ___
8.2 Working and Studying Abroad 2 – How to Get There
WRITING
8.2.1 Writing an Enquiry Letter to Study Abroad (W)
Below you can see a sample enquiry letter. Study the format carefully than try to write a letter of
enquiry of your own, use the same format and change the content appropriately by mentioning the
following points:
You are James Brown a student of economics and you enquire about a scholarship programme
abroad in a letter of enquiry
-
introduce yourself and say where you study;
say why you wish to apply for a scholarship abroad;
say why you feel yourself an ideal candidate for the scholarship;
write about your expectations from the programme;
enquire about housing , extra costs and the exact time period of the scholarship
250
-
ask if they can provide facilities for disabled students;
David Smith
14 Churchill Road
Maidstone
Kent, ME16-70X
5th September, 2013
Mr. Bill Daughton
Director of Admissions
210 Newton Road
Kingston College,
Kingston, OK 99861
Dear Mr. Bill Daughton,
I am currently a junior at Kingston College. I am enquiring at colleges that may fit my needs
and profile, and Kingston College caught my attention. Since Kingston offers an excellent
engineering program, it is on the list of my possible target schools.
Please send me any relevant information regarding admissions, financial aid, housing and
anything else you would like me to know about Kingston College that will help me with my decision
making process.
Sincerely,
David Smith
WRITING
8.2.2 Application Letter - Erasmus Student Network (W)
251
http://hu.wikipedia.org/wiki/F%C3%A1jl:Erasmus_at_EUR.JPG
You’ve just seen the following job advertisement on one of your friends’ Facebook Timeline and
decided to send an application.
Urgent Call for Hungarian Full-time students
Join our team! ESN Debrecen is looking for You!
(Erasmus Students Network)
We are an enthusiastic team of Hungarian students organizing programs for foreign students
studying at the University of Debrecen
Applicants must
•
Be under 26
•
Have good communications skills
•
Speak English fluently
•
Have good organizing and problem-solving skills
•
Be able to work in a team
•
Be creative and open-minded
•
Be interested in foreign cultures
What we offer:
•
Endless fun with international friends from all around Europe
•
Free admission to all of our programs
•
Extra points when applying for your Erasmus scholarship in the future
252
Task:
Send your application letter to the office of Student Union of your Faculty. Respond to the criteria
above.
Start like this:
Dear ESN Debrecen, ....
LISTENING
8.2.3 Erasmus University in a nutshell (L)
Listen to the presentation via the links below:
YouTube link: http://www.youtube.com/watch?v=Fy1cef5abCQ
Circle the five points mentioned concerning the Erasmus program in Rotterdam. There are only five
correct answers.
A
it has a strong international appeal
B
it works with friendly staff
C
it has produced a lot of big names
D
it teaches theoretical concepts which can be applied in daily life
E
it teaches you think globally
F
it teaches how to find solutions to the problems
G
there are a lot of student associations
H
it has contacts with headhunting companies
Listen to the text again and answer the following questions.
1. What do we know about the size of the university?
................................................................................
253
2. On what is there a strong focus?
……………………………………………………………………………….
3. What education in Erasmus is about?
………………………………………………………………………………..
4. What do they organize for students?
……………………………………………………………………………….
5. What IT facilities are mentioned?
………………………………………………………………………………
6. What feeling does Erasmus give you?
……………………………………………………………………………..
254
Unit 9 Business Travel
Aims of the Unit
The aims of this unit are to help you become more proficient in English as it is used with regard to
mobility, travel and with cultural diversity. After completing this unit you will be familiar with:


Issues in cultural diversity
Business travelling in which you will rehearse many of the issues and situations which you
need to deal with on business travel.
255
9.1 Travelling Abroad on Business 1 – Tips for Travellers
READING
9.1.1
Executive Planet Website – Etiquette by Country (R)
Guidelines for business etiquette
Executive Planet™ provides valuable tips on business etiquette, customs and protocol for doing
business worldwide.
Essential business culture guides for the international traveller
Argentina
Australia
Austria
Belgium
Brazil
Canada
Chile
China
Colombia
Czech Republic
Finland
France
Germany
Greece
Hong Kong
India
Indonesia
Iran
Ireland
Israel
Italy
Japan
Jamaica
Jordan
Malaysia
Mexico
Netherlands
Norway
Paraguay
Peru
Philippines
Poland
Portugal
Russia
Saudi Arabia
Singapore
South Africa
South Korea
Spain
Sweden
Switzerland
Taiwan
Thailand
Turkey
United Arab Emirates
United Kingdom
United States
Yemen
Cultural Quick Tip
Ask Open Ended Questions
256
When we function in a foreign language, we have a tendency to say yes when we are asked a
question, even if we don't understand what was asked. This is even true when we are asked "Do
you understand?" The next time you are interacting cross culturally, ask an open-ended question
such as "Can you tell me what you need to do next?" instead of "Do you understand?" If the person
is unable to answer what they need to do, then you know that you need to explain further.
http://www.executiveplanet.com/index.php?title=Main_Page
READING
9.1.2 A Guide to Business Travel (R)
http://under30ceo.com/12-top-apps-for-business-travel/
Tips that will make your business trip a success
By
Aisha
Newton
Monster Contributing Writer
Business travel can be fun! You get the chance to leave your cubicle and step into the real world.
Sometimes you get to visit new cities, or different parts of the world. Other times the location may
be familiar, but not necessarily a place you visit often. Meeting face to face with clients and
colleagues, provides you with the perfect opportunity to broaden your professional network and
forge relationships that go deeper than phone calls and email.
But let’s be honest, whether travelling for business or pleasure. There are often unavoidable travel
hiccups than can make your trip less enjoyable. Long line ups, flight delays, terrible food, obnoxious
passengers and underwhelming hotel accommodations just to name a few. Whether travelling solo
or as part of team the following tips will help make your business trip a success!
First things first, confirm the travel dates and make your reservations as soon as possible. Double
check if the company uses a specific website or travel agents. Often times booking earlier can save
you money and will get you better flight times, hotel rooms and car rentals.
Another useful piece of information to have is in regards to food and drink. Find out if your
company provides you with a per diem to avoid nasty surprises when you get back. Also see if your
company has any specific rules regarding alcohol consumption. Just because you enjoy a glass of
wine with dinner doesn’t mean that your company will pay for it.
257
Based on where you have to travel, make sure that your passport and travel insurance is up to
date. Whenever possible keep copies of electronic boarding passes and hotel reservations on your
smartphone. I would also suggest keeping paper copies of your travel documents in your purse or
carry on luggage. You never know when you might find yourself in the nightmare triangle; Low
battery, no Wi-Fi and no reception.
Now that you’ve taken care of your bookings, what are you going to wear?
Deciding what to pack can be tricky, climate, duration of stay and planned activities play a part in
your wardrobe selection. How many meeting are you scheduled to attend? Are there client dinners,
team building exercises or perhaps a round of golf?
Stick to dark coloured clothing that doesn’t wrinkle easily. An added benefit is that it camouflages
dirt and stains. Try to avoid wearing loud patterns or busy prints, you want pieces that you can
easily mix and match. Same goes to the guys.
Ladies, carry a large scarf, shawl or Pashmina, it can complement your outfit and double as a
blanket on a flight or a sweater on chilly day.
Another thing to consider is what to put on your feet. Choose your footwear wisely. A six inch heel
might look fierce with your suit; but do you really want to wear them all day long? Or walking
through a large airport or train station? Try to choose stylish but comfortable shoes. Opt for
wedges, flats or shoes with a lower heel. If you plan on going to the hotel gym don’t forget your
sneakers. Another tip is to keep a shoehorn in your carry-on luggage, that way if your feel swell
after a long flight. You won't have to walk off the plane barefoot.
What should you put in your carry-on luggage?
● Pack a small cosmetic bag to keep track of your toiletries. If there are specific medications that
you need, be sure to keep them in your purse on your person.
● Allergy medication, in case the room is dusty and musty. In my experience hotel carpeting can
trigger allergic reactions.
●
Snacks, because who wants to pay $6 for M&M’s?
●
Disinfecting wipes to clean off the common surfaces in the room.
●
Feminine hygiene products, just in case (This also relates to the dark coloured clothing)
● Eye drops to help freshen your eyes. Bloodshot eyes in a meeting aren’t cute; it’s hard to take
someone seriously when it looks like you’ve been up partying with Mary Jane.
● Ear plugs and eye masks aren’t always provided on flights so bring your own to catch a few
winks on the plane.
Electronics, gadgets and personal entertainment:
Make sure to pack all of your electronics, chargers and adapters and keep them in your carry-on.
Charge your devices before leaving so that you have a full battery. That way you can get some work
done even if you don’t have access to a plug. Don’t forget your headphones, the last thing you need
is to be stuck sitting next to someone who wants to be your new best friend.
258
Ladies this tip is crucial, be sure to remove the batteries from some of the items you pack. Security
will open your bag if there are items buzzing and vibrating in there. And careful with your jewelry,
try not to wear too many metallic pieces. You'll set off the metal detectors and all that noise can be
distracting to your fellow passengers.
On a different note, don’t forget your business cards. This simple networking tool helps people
remember you. Just make sure they are up to date, there is no sense in handing out old cards with
the wrong job title and email address. There are also apps you can download that will allow you to
take a picture of someone's business card and download their contact information into your phone.
Make sure you bring a purse that can go from daytime to nighttime or at the very least bring a small
clutch. Pare down your wallet so that you only carry the cards you need. Leave your George
Costanza wallet at home. Remember the Acronym M.I.L.K Money, Id, lipstick and keys.
Once you arrive at your hotel there are a few things you can do to keep yourself safe.
● Avoid using your full name when signing in. Use your initials or sign in as if two people are in
the room. This deters potentially assailants looking to prey on single women.
● Advise the front desk not to mention your room number out loud, when other guests are
nearby. In the event that you think someone may have heard it don’t be afraid to request a new
room.
● Always leave the Do Not Disturb sign on the door. This gives the impression that your room is
always occupied.
●
Upon arriving at your hotel room, double check the locks on the windows and doors.
● If you are unsure of your room locations, ask security to escort you to your room and avoid
wandering the halls aimlessly.
My last tip is to take a deep breath and relax. Try and see if you can take a few extra days and
explore your location. Oftentimes hotels in business districts have much lower rates heading into
the weekend. By following these simple tips your next business trip is sure to go smoothly.
So pack your bags and have fun!
http://career-advice.monster.ca/in-the-workplace/work-life-balance/business-traveling-tips-ca/article.aspx
Answer the questions with short answers:
1. Should we travel just to meet other business people when phones are so good today?
……………………………………………………………………………………………………………………………………………..
2. What is the first thing to do when planning to travel?
…………………………………………………………………………………………………………………………………………….
3. What documents do I need to travel?
259
…………………………………………………………………………………………………………………………………….
4. What kinds of clothes are best to pack for travel?
…………………………………………………………………………………………………………………………………….
5. What security measures can I take at a hotel? Can I think of others?
…………………………………………………………………………………………………………………………………….
READING
9.1.3 SEVEN TIPS FOR BUSINESS TRAVEL (R)
http://infographiclist.com/2012/03/25/business-travel-market-trends-2012-infographic/
BY CAROLYN M. BROWN
Maximize your time spent overseas. Proper preparation before your departure will not only make
your business trip a safe one but more productive.
Preparing for international travel is unlike planning a business trip within one's own country. While
you're usually fussing over details such as your flight itinerary, what to pack and scheduling
meetings for a typical business trip, international travel may also require research for immersion
into a culture with proper etiquette and protocols associated with the host country. With the
recent political disorder in countries like Libya and natural disasters in Japan, travel overseas also
requires certain safeguards to protect yourself during a time of crisis, says Jason Kaufman, senior
manager, service innovation, MacNair Travel Management/American Express, in Alexandria,
Virginia.
There are some basic guidelines such as preparing proper documents two or three months before
your departure, especially if visas and updated passports are needed (for instance an old photo
may not cut it). Some countries may not require visas for tourists but may require them for
business travelers. Of course, depending on the country you are visiting, you will want to consult a
260
physician about necessary vaccinations.
For US Travelers, a great resource is the US Department of State, says Kaufman, especially if
something goes wrong in a foreign country and you need a quick evacuation. The State Department
provides country specific information and issues travel warnings for long-term conditions that make
a country dangerous or unstable as well as travel alerts that apply to temporary problems.
"In general, you want to make sure that you have the ability to get in touch with someone who can
assist you 24 hours a day, seven days a week, 365 days a year," says Kaufman. This may be your
travel management company. "In a crisis situation you want to have as much information as
possible to make an informed decision."
When the earthquake occurred in Japan, travelers couldn't get back into their rooms to access
pertinent documents, says Donna Thomas, owner of New Zealand Travel, in Langhorne,
Pennsylvania. "The big lesson learned: When you go to dinner or a meeting, take your passport,
don't leave it back in your hotel room. Carry contact information for your embassy with you at all
times. Keep a fully charged cell phone on you," she explains.
Besides personal safety, you also will want to prepare for your foreign business encounters. After
all, you want to get maximum value for the time that is spent abroad. This means you have to be
open to different values, behaviors and ways of doing business. Lack of familiarity with the business
practices and social customs of another country can weaken your position or prevent you from
accomplishing your goals.
Without a doubt there is nothing like a face-to-face meeting with a client or customer. But even the
most minor mistakes can cost you time, money and opportunity. Here are seven tips to help you
make the necessary adjustments for a business trip abroad.
1. Prepare a well-planned itinerary.
A well thought out itinerary should reflect what your company hopes to accomplish. Think about
your goals and relative priorities. For instance, you will want to have two or three appointments
confirmed well in advance and spaced comfortably throughout the day. This will be more
productive and enjoyable than a crowded agenda that forces you to rush from one meeting to the
next. Your schedule should be flexible enough to allow for unexpected problems such as
transportation delays and/or opportunities such as an unplanned luncheon invitation.
Kaufman suggests leaving a copy of your itinerary with trusted colleagues, family members or close
friends so that they know where you are supposed to be at all times. Also provide a family member
or spouse with copies of your passport, medical insurance card, and other pertinent information. In
addition, leave an emergency contact list with your travel planner.
2. Seek information on the culture.
261
Invest some time in learning about the history, culture and customs of the countries to be visited,
says Thomas. Attend cross-cultural seminars or training. Read books about that country. Brush up
on the differences in negotiating styles, attitudes towards punctuality, gift-giving customs, and the
proper use of names and titles (understand the importance of rank and know who the decision
makers are when conducting business).
Take the Japanese, for instance, who consider it rude to be late for a business meeting but
acceptable for a social occasion. In Latin countries, being late for a business meeting is more
tolerable. In the Middle East it is commonplace to engage in small talk before conducting business.
The French and the British have different views about discussing business during meals, Thomas
says. "Do you talk about business during dinner or do you wait until after you have eaten your
meal? The slightest things can really offend people," she says.
3. Learn protocol and etiquette practices.
Study the general protocol and etiquette of the country or countries you're visiting. Understanding
in advance how to greet your counterparts and manage appointments will be most helpful. Check
normal work days and business hours. In the Middle East, for example, the workweek is Saturday to
Thursday. It is not uncommon in many countries for lunch to last two to four hours. Also take into
account foreign holidays. Business manners, religious customs, dietary practices, humor and
acceptable dress vary widely from country to country.
Misunderstandings over gestures and body language can cause you more than embarrassment but
can lead to business complications, says Thomas. For instance, the okay sign (thumb and index
fingers forming a circle with the other fingers pointing upward) is commonly used in the US. But it
means zero in France and Thomas says it is a vulgar gesture in Brazil and the Philippines (like giving
the middle finger is here in the States). She recommends finding a local person from the host
country whom you can openly talk to and learn about customs. Or a good travel planner will know
the ins and outs of the country.
4. Learn the native tongue.
Business associates will appreciate any sincere attempt. Study the language or hire a translator,
especially if the persons you are meeting with do not speak English or are uncomfortable speaking
it. You can learn a foreign language on the go using Praxis Mobile Language Learning Networks,
which provides podcasts for Chinese, Spanish, French and Italian. You can listen to and interact with
language lessons with an MP3 player, iPod, mobile phone, computer for internet access, television,
and CD. Colleges or universities in your area may offer traditional classroom instruction or
immersion programs. Other options are audio language lessons and software programs such as
those available from Rosetta Stone. Seek out someone who knows the language that can help you
learn it by holding conversations.
There may even be subtle differences in the same language, cautions Thomas. "Certain words in
English that we use freely could have different meanings outside the US." She cites a situation
262
between American and British businessmen. "During the meeting the Americans said, 'let’s table'
this, hoping to end the discussion, but the Brits kept on talking. The Americans took this as utter
disregard and stormed out, not knowing that in England the expression 'let's table it' means to put
it on the table for discussion."
5. Check travel advisories.
Governments issue advisories about safety concerns that may affect travel to a particular country
or region. Travel advisories are released for various reasons, including terrorism, natural disasters,
political unrest, wars, health emergencies, and outbreaks of violent crimes against tourists. Check
to see if the advisory applies to the entire country or certain areas. "Know your geography," says
Thomas. An incident in Okinawa may not impact someone traveling to Hiroshima. "Make your
decision to travel with informed knowledge," she adds.
Have a backup plan in case something does go wrong. Find out whether your home country has an
embassy or consulate in the place you are visiting. Make sure it is fully staffed and functioning. If
the worst happens, you don't want to be stranded in a foreign country without an embassy to help
with emergency evacuation or get in contact with your family and friends back home. Be aware of
what the embassy can or cannot do. For example, if you are injured the State Department can help
you get back home but the cost of medical care comes out of your pocket.
6. Protect yourself.
Kaufman recommends getting travel insurance. "With Road Warrior you can get a yearlong policy
as opposed to a trip-by-trip basis. Insurance companies are there to help you out in a crisis such as
medical evacuations," he says. Following the earthquake and Tsunami, one-way airfare out of Japan
cost $5,000. So, "travel insurance will help mitigate any financial loss you might incur."
Keep in mind that different destinations pose different risks; incorporate that into your strategy for
choosing business travel insurance. Do your research. Travel insurance may not cover you in all
countries and in all circumstances. Most policies do not cover acts of war, riots or civil disorder.
Find out what exclusions apply.
Check with your health plan carrier to see if you need to get another policy to cover medical costs
for an injury or sudden illness abroad, says Thomas. What if you need to be airlifted by helicopter
and taken to the hospital, are you still covered? Look into the large travel insurance companies
such as Travel Guard.
7. Plan to stay connected.
A plug or adapter may be needed to charge notebooks, cell phones, and PDAs while overseas. Also,
contact your cell phone provider before you leave to find out about international options for
business trips, says Kaufman. You may be able to get a temporary plan while you are visiting
another country. To make an international call from your cell phone, your carrier network must be
263
compatible with that country. Your phone also must be technically capable of making international
calls.
Other options are to use Skype on your laptop or a Skype iPhone app to make international calls.
You also can rent a cell phone in airport malls around the world from companies such as TripTel or
online from sites such as Cellularabroad.com.
If you are traveling to a foreign destination for more than a week or two, consider buying a local
phone, suggests Kaufman. You can use that phone for making calls within the host country and it
may prove to be less expensive. "Some business travelers also use local SIM cards because it makes
communications by mobile phones a lot easier."
Just make sure that you have texting capability. Kaufman says text communication is a lot more
reliable than voice communication because it requires less bandwidth. So, during the earthquake in
Japan, phone calls weren't going through but people were able to send text messages to their loved
ones.
http://www.inc.com/guides/201103/7-tips-for-foreign-business-travel.html
Multiple Choice – Check all that apply:
1. Business travel involves more than just making travel plans. You also should consider
a. ___ finding the closest gyms to work out in
b. ___ learning about business practices and social customs of destination
c. ___ loading up all your favorite video games
2. When planning your travel itinerary, be sure to
a. ___ leave a copy with your family and colleagues
b. ___ make copies of all your important documents like passport for your family
c. ___ leave an emergency contact list with your travel planner
3. Some good preparation practices for a trip abroad might be to
a. ___ read books or articles about the country you are visiting
b. ___ plan your menu in advance so you can have your favorite foods
c. ___ research if it is acceptable to discuss business over meals
4. Examples of body language and gestures to be careful of include
a. ___ making the “OK” sign with you thumb and index finger
b. ___ pointing with your finger
c. ___ speaking slowly
5. Learning another language is not easy when in another country. You could
a. ___ make a sincere attempt to learn what you can
264
b. ___ hire a translator
c. ___ don’t travel until you have mastered a language
6. You should check for any travel advisories in the country you are traveling to. Check for
a. ___ government issued travel advisories
b. ___ whether the advisory affects your area of travel
c. ___ what weapons you can take to defend yourself
7. Check for the kind of insurance you need to protect yourself a. ___ travel Insurance
b. ___ life Insurance
c. ___ medical Insurance
8. Select the best ways to stay connected while traveling a. ___ using Skype from your computer or cell phone
b. ___ plan on borrowing a phone to make calls
c. ___ texting is always a good option especially in emergencies
WRITING
9.1.4 Business Travel
Analyze the following charts.
A recent study brings to light the usage of business travel policies by corporations. A total of 2100
travel managers were surveyed in 24 countries including Australia, Brazil, China, Germany, India,
Russia, UK and the US.
You can see a bar chart of future business travel volumes on the next page.
Study the chart carefully and write at least 150 words reporting the main features that you find in
these charts and make comparisons where relevant.
The following words might help you:
Upward change : to rise; to increase; to grow; to boom; to show / see an upward trend; to
surge; to soar; to expand;
Downward change : to fall; to decrease; to decline; to dip; to drop; to slump; to deteriorate; to
go down; to show / see a downward trend; to weaken; to hit a low; to plunge; to plummet; to
slump;
265
Stability: to level out / off (at); do not change; to remain stable (at); to remain steady (at); to
stabilize;
Business Travel Volumes
SPEAKING
9.1.5 Discussing a Group Booking for a Hotel (S)
Discuss the following with your partner.
http://www.travelzoo.com/hotels/chicago/-99-Detroit-4-Star-Hotel-w-Free-Breakfast-and-Wi-Fi-1521452/
Student A: You work for a company which wants to send 10 of your employees on a business trip to
a foreign city.
Student B: You run a hotel in a foreign city and you receive a call from a potential customer.
You should negotiate a deal which satisfies both of you, if possible – don’t forget to be polite and
compromise!
266
A. Leader of travel group
B. Manager of hotel
A
10 single
Number of rooms
required / available
6 single and 2 double
B
Full board (breakfast, lunch
and evening meal)
Meals included
Half board (breakfast evening
meal)
C
Internet in every room, safe
parking, interpreter services
Facilities
Internet available in hotel
lounge, street parking
D
100 Euros ppp (per person
per night) with a 15 %
discount for a group booking
Price
150 Euros ppp (per person
per night) with a 5% discount
for a group booking
9.2. Travelling Abroad on Business 2 – Organizing Travel
WRITING
9.2.1 Letter of Complaint (W)
Write a letter of complaint about the services of the hotel your boss stayed at on his business trip
last week.
He was not satisfied with the facilities of the conference room, the quality of the food and the Wi-Fi
connection in the business lounge, so he would like to have a partial refund.
For useful expressions, format, and sample letter you can consult the following site:
http://www.infoplease.com/ipa/A0002121.html
How to Write a Complaint Letter
267







Include your name, address, and home and work phone numbers.
Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.
Make your letter brief and to the point. Include all important facts about your purchase,
including the date and place where you made the purchase and any information you can
give about the product or service such as serial or model numbers or specific type of
service.
State exactly what you want done about the problem and how long you are willing to wait
to get it resolved. Be reasonable.
Include all documents regarding your problem. Be sure to send COPIES, not originals.
Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter
probably was not responsible for your problem but may be very helpful in resolving it.
Keep a copy of the letter for your records.
Sample Complaint Letter
 Name of Contact Person, if available
Title, if available
Company Name
Consumer Complaint Division, if you have no contact person
Street Address
City, State, Zip Code
 Dear (Contact Person):
 Re: (account number, if applicable)
 On (date), I (bought, leased, rented, or had repaired) a (name of the product, with serial or
model number or service performed) at (location and other important details of the
transaction).
 Unfortunately, your product (or service) has not performed well (or the service was
inadequate) because (state the problem). I am disappointed because (explain the problem:
for example, the product does not work properly, the service was not performed correctly,
I was billed the wrong amount, something was not disclosed clearly or was misrepresented,
etc.).
 To resolve the problem, I would appreciate it if you could (state the specific action you
want—money back, charge card credit, repair, exchange, etc.). Enclosed are copies of my
records (include copies of receipts, guarantees, warranties, canceled checks, contracts,
model and serial numbers, and any other documents).
 I look forward to your reply and a resolution to my problem, and will wait until (set a time
limit) before seeking help from a consumer protection agency or the Better Business
Bureau. Please contact me at the above address or by phone at (home and/or office
numbers with area code).
 Sincerely,
 Your name
Enclosure(s) cc: (reference to whom you are sending a copy of this letter, if anyone
LISTENING
9.2.2 Business Travel Etiquette (L)
268
Listen to the following presentation and decide if the following statements are TRUE, FALSE or NOT
STATED.
YouTube link: http://www.youtube.com/watch?v=NBGEknzJu_Q (MichaelCzinkota.com)
1. Anyone who travels on business has to be aware of cultural imperatives.
TRUE
FALSE
NOT STATED
2. During international meetings everybody is very upset if the meeting starts later than it
should.
TRUE
FALSE
NOT STATED
3. In some countries people are addressed in a different way depending on their social status.
TRUE
FALSE
NOT STATED
4. If you address somebody in a wrong way it may lead to trouble and you might lose a deal.
TRUE
FALSE
NOT STATED
5. The American executive’s biggest problem was how to address the presidents of his
subsidiaries.
TRUE
FALSE
NOT STATED
6. The Americans in the German restaurant were very cold and they put on their jackets.
TRUE
FALSE
NOT STATED
7. The German host gave a very polite reception for the Americans.
TRUE
FALSE
NOT STATED
269
8. National leaders do not like to be touched by anyone.
TRUE
FALSE
NOT STATED
9. When President Bush shook hands with the Arab leaders they found it appalling.
TRUE
FALSE
NOT STATED
FALSE
NOT STATED
10. Empathy is only about rules.
TRUE
11. As for the resources, it is a good idea to read guidebooks and visit the US Department of
State websites which tells you what to do and what to avoid.
TRUE
FALSE
NOT STATED
12. The Central Intelligence Agency website tells you where not to go or who not to talk to if
you travel abroad.
TRUE
FALSE
NOT STATED
LISTENING
9.2.3. Corporate Travel Management from FCM (L)
Listen to the text and choose the correct answer.
YouTube link: Link: http://www.youtube.com/watch?v=eqnF-4V4j24
1. Getting better travel ideas is all about…..
A
working with helpful people
B
working with people who are experienced
C
working with people you can ask the right questions
270
D
working with people you can turn to any time
2. People at FCM think…..
A
expensively about the products and services they offer
B
expansively about the products and services they offer
C
intensively about the products and services they offer
D
interestingly about the products and services they offer
3.
FCM is…..
A
a young financial management company
B
a young travel management company
C
a young environmental agency
D
a young investment company
4.
They are represented in ……
A
7 countries
B
17 countries
C
75 countries
D
79 countries
5.
Whether you are a small company or a large multinational, they give you the same…..
A
quotation
B
software
C
attention
D
advice
6.
They are a..... business.
271
A
transaction base
B
trust base
C
relationship base
D
performance base
7.
They do not do one size fits all, they do a service you require …..
A
on a local and national level.
B
on a local level.
C
on a multinational level.
D
on a local, multinational or global level.
8.
They believe in …..
A
a face to face to contact with their customers
B
an everyday contact with their customers
C
a regular contact with the customers
D
a mutual contact.
9.
Their consultants are …… in the world.
A
the most famous
B
the most reliable
C
the best paid
D
the best trained
10.
The company is not just a ……. for corporate travel.
A
travel service
B
customer service
C
booking service
272
D
career service
11.
They give their customers …….
A
the greatest prices
B
the best discounts
C
the greatest savings
D
the greatest safety
SPEAKING
9.2.4. Missed Flight – Airport Ticket Counter Encounter (S)
This exercise will feature students practicing English in an encounter with an airport ticket agent
because of a missed flight and a need to rebook. After some preparation time, two students will
conduct the encounter in front of the class.
Preparation:
Break the class into two groups, one will be the ticket agents and one will be the passenger. The
groups will devise questions and strategies for negotiating a new ticket for the missed flight.
The airport ticket agents will represent ANYTIME Airways. They will figure out what kind of
difficulties or problems there will be with rebooking a flight.
The passengers will discuss the questions they need to ask to get a new flight, a new ticket, and
how to pay. They are in Paris and need to rebook a flight to Budapest.
The Encounters:
One agent and one passenger will in turns come to the front of the class and conduct the session.
The passenger starts with his/her problem in needing to rebook a flight back home to Budapest.
273
Unit 10 DEVELOPING YOUR CAREER
Aims of the Unit
The aim of this unit is to introduce you to the kind of English you will need to become familiar with:

training at work,

improving your managerial skills.
274
10.1 TRAINING FOR WORK
SPEAKING
10.1.1 The Labour Market of the Future 1 (S)
What do you know about the international labour market? Discuss these questions with your
partner
5. How many people are working now in Hungary?
6. And in Europe?
7. Is Hungary’s population ageing?
8. Will Europe’s population get younger or older in the future?
9. And what about the rest of the world?
10. Why do you think these demographic trends are happening?
LISTENING
10.1.2 The Labour Market of the Future 2 (L)
A British businessman, Sir Martin Sorrell, is talking about what he feels is the biggest challenge for
the future in the international labour market. Listen to what he says and choose the best option for
each question.
1. What have they done in China?
1
Started a new advertising school in Shanghai
2
Started advertising in schools in Shanghai
3
Found students to work in advertising
4
Found the cleverest young people in Shanghai
2. In order to attract the best young people it is important to offer

a wide variety of subjects in different schools
275

the chance to work for incentives

both money and training courses

a guaranteed career
3. Martin Sorrell believes
1 we can’t produce everything we need
2 we soon won’t be able to produce everything we need
3 we will have to produce more and more in the future
4 we have no problem making things
4. In the future job market it will be
a) more difficult to find young people
b) easier to find young people
c) more difficult to find clever people
d) easier to employ older people
http://www.bbc.co.uk/news/business-17477469
READING
10.1.3 “It’s Never Too Late to Learn” (R)
What do you think?
Do you know any elderly people who still study or are planning to do so? Tell the class about them.
Now read the text below and fill it with the missing clauses.
Lifelong learning is the secret to happiness in old age
Not only can learning during the later stages of life bring happiness, wellbeing and a connection to
the wider community for those studying, it can also reduce dependency on welfare.
276
John Salinas says weekly ICT classes have given him a new lease of life, allowing him to benefit from
community opportunities.
Professor Stephen McNair has spent half a lifetime's research proving it's better to be happy than
rich – a state some say is best achieved through lifelong learning. Now, at last, the government has
latched on to the idea and David Cameron is planning a happiness index _______ (1).
McNair, a semi-retired National Institute of Adult Continuing Education research fellow, says that in
all the guidance about wellbeing, education is central. "[It is] particularly important for those in the
latter stages of life when one is less mobile and having to cope with the death of partners and
friends: getting out of bed__________ (2)."
This is clearly not an issue for 84-year-old Jim Kelly, winner of an Adult Learners' Week award in
2010,_________________ (3) – everything from gardening to the 1688 "glorious revolution". After
school days blighted by poverty and bullying teachers, the impetus to study came from his
granddaughter Becky who, as a two-year-old, grew frustrated with his inability to answer her
questions. "Don't you know anything, Grandad?" she would ask. Now, 14 years later, he tells the
teenager he's pleased she asked that question.
Evidence of the benefits of learning ________________ (4) is overwhelming, from research by the
Alzheimer's Society showing delayed onset of the disease, to reduced dependency on welfare
support.
Melissa March is executive director of Learning for the Fourth Age, a charity dedicated to bringing
trained volunteers into care settings where they work with residents. "Our volunteers help people
with everything ________________ (5) to wanting to tackle Welsh for the first time," she explains.
"There is lots of interest too in IT and the connections______________ (6). Our work helps break
down older people's fears about young people and opens our volunteers' eyes to the lives of older
people with very different experiences from their own."
Such improvements_______________ (7) , as 78-year-old Londoner Maria Tolly found. In 1989,
health problems spelled an end to her career as a professional guitarist, until specialist music
technology courses at Morley College and the City Lit restored her commitment to making music. "I
was concerned that I might be sidelined," she recalls, "but actually studying at both institutions has
proved that age is immaterial –___________________ (8) thanks to a combination of forgetting
myself and realising how much I still have to learn." Soon she had music commissions ranging from
after-school dance groups to composing a song for the 100th anniversary of her local park. "I am
now becoming interested in music videos and I am looking for collaborators."
277
The value of learning is no exaggeration, says Fiona Aldridge, Niace programme director and author
of a recent report into lifelong learning in care settings. "The benefits of ensuring that ongoing
learning is a part of a care package is hard to deny when one learns of some of the best practice in
this area. It has significant benefits in terms of improving people's mental health and reducing their
reliance on medication."
http://www.theguardian.com/adult-learning/lifelong-learning-key-to-happiness
a. and feeling one has a purpose can be particularly challenging
b. from recovering piano-playing after strokes
c. that email can bring
d. I feel so connected to life
e. as a measure of success
f. bring genuine happiness
g. who has in recent years dedicated himself to a wide range of study
h. during the latter stages of life
After reading the text: has your opinion changed? Why? Why not?
Discuss with your partner.
LISTENING
10.1.4. E-Learning (L)
It is becoming more and more important to continue your studies at the workplace. To understand
why listen to the presenter of a radio programme talking to Karie Willyerd of Sun Microsystems
about why we need to keep up to date with the changing world.
Change at Sun Microsystems
1
What kinds of companies adopt internet-based teaching and learning very early?
2
Where are Sun Microsystems and Oracle companies located?
3
What did the University of California's study show?
4
What takes 10 years?
5
What do we have to create?
278
http://www.bbc.co.uk/programmes/p003sl42
Buildings 21 and 22 at Sun Microsystems' headquarters campus on the former site of the Agnews
Developmental Center.
http://en.wikipedia.org/wiki/File:Sun_Agnews_Campus_Bldgs_21_22.jpg
READING
10.1.5 Addressing Weaknesses (R)
Read the article below and then, on the basis of what you have read, finish the sentences in the
most appropriate way.
Most employees have some weaknesses in their workplace skills. A training program allows you to
strengthen those skills that each employee needs to improve. A development program brings all
employees to a higher level so they all have similar skills and knowledge. This helps reduce any
weak links within the company who rely heavily on others to complete basic work tasks. Providing
the necessary training creates an overall knowledgeable staff with employees who can take over for
one another as needed, work on teams or work independently without constant help and
supervision from others.
Improved Employee Performance
An employee who receives the necessary training is better able to perform her job. She becomes
more aware of safety practices and proper procedures for basic tasks. The training may also build
the employee's confidence because she has a stronger understanding of the industry and the
responsibilities of her job. This confidence may push her to perform even better and think of new
ideas that help her excel. Continuous training also keeps your employees on the cutting edge of
industry developments. Employees who are competent and on top of changing industry standards
help your company hold a position as a leader and strong competitor within the industry.
Consistency
279
A structured training and development program ensures that employees have a consistent
experience and background knowledge. The consistency is particularly relevant for the company's
basic policies and procedures. All employees need to be aware of the expectations and procedures
within the company. This includes safety, discrimination and administrative tasks. Putting all
employees through regular training in these areas ensures that all staff members at least have
exposure to the information.
Employee Satisfaction
Employees with access to training and development programs have the advantage over employees
in other companies who are left to seek out training opportunities on their own. The investment in
training that a company makes shows the employees they are valued. The training creates a
supportive workplace. Employees may gain access to training they wouldn't have otherwise known
about or sought out themselves. Employees who feel appreciated and challenged through training
opportunities may feel more satisfaction toward their jobs.
http://smallbusiness.chron.com/importance-training-development-workplace-10321.html
1. Addressing weaknesses…
a. is useful for the staff members who are behind the others.
b. helps employees working on their own.
c. is necessary in businesses where the level of the employees is very different.
2. If you train your employees regularly
a. they will probably develop.
b. they will change the industry standards.
c. their performance at work may drop.
3. Consistent training influences employees in the following way:
a. They will know too much about the company.
b. They might be confused.
c. They will know what is happening at the company.
4. Employees who are trained
280
a. can look for training for themselves elsewhere.
b. are content and feel appreciated.
c. envy the other colleagues who are not.
LISTENING
10.1.6 What is E-Learning? (L)
As young people become more and more computer literate, people are investigating the idea of
learning through computers, as well as – or sometimes instead of – traditional methods of study.
Listen to Josh Bersin talking about e-learning and fill in the chart and answer the questions.
E-learning is a word that started around …........... (1), and it was originally the concept of
….................. (2) the internet to physical training, so the ………. (3) concept was “We're gonna do
away with the classroom, we're gonna do away with bricks and mortar universities and we're gonna
put it all on the web”, and in fact Cisco and other ….................. (4) of the internet really tried to
make a lot of …............. (5) about this to try to …................ (6) demand for the internet, and
companies tried to do that and they tried to shut down their classroom training … universities tried
to put all their professors on line … and what they found was that – it didn't work.
The Internet is good for
The Internet is not good for
7. ….................. training
10. soft skills like ….....................
8. …................. on a process
11+12 how to …..........., or how to ….................
9. ….............. training
13. some of the more people-..................... skills
14. What does the average employee do 70 times in a single day? Shift between their …………. and
their …………….
15. How many PC's are there in the world? ……………..
16. Who or what do we learn from? ………………
What have become very important parts of corporate training?
281
17. tools of ….......................
18. the concepts of ….........................
http://www.bbc.co.uk/programmes/p003sl42
SPEAKING
10.1.7 E-Learning (S)
http://www.palco-me.com/main/E-Learning.jpg
Questions for discussion
1
Do you prefer to study using traditional methods (books and note-taking) or do you enjoy
using computers?
2
Do you think your school or university is well-equipped with the latest technology for
students?
3
Do you think you will be able to work effectively without being computer literate?
4
What are computers not able to teach you?
5
Are you happy about the thought of having to relearn things later in your working life?
WRITING
10.1.8 What’s Your Opinion about E-Learning? (W)
Using the help given in section 3.1.9, write an essay of about 200 words on the pros and cons of Elearning. Include the following points:

Reasons for its development and spread

Types of courses ideal for e-learning
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


Advantages
- popularity of high-tech forms of learning
- flexibility
- your own pace and schedule
- objective evaluation
- cost-effective
Disadvantages
- no immediate feedback
- lack of oral communication
- needs self-discipline
Finish with a conclusion
WRITING
10.1.9 How to Write ‘For and Against’ Type Essays (1) (W)
1. State the issue, explaining its relevance / topicality, and if necessary explaining why it
causes disagreement/controversy.
“One of the most widely-debated issues facing us today is ….”
“In recent years the issue of … has been widely discussed …”
2. Present different opinions
“Many (people) have argued / argue that …
“There is a widespread belief that...”
“There is general agreement that ….”
“Most people believe that …,”
“According to some experts …”
3. Present your own opinion
“In my opinion…
“I tend to think that …”
“From my perspective, the situation is …”
“I have always believed that …”
“I have come to the conclusion that …. “
“I am sceptical about this. / I doubt that this is true.”
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4. Conclude
“All things considered, …”
“Considering all the arguments, on balance I would say…”
“In conclusion, I would argue that…”
“All in all I tend to agree with people who …”
WRITING
10.1.10 Writing a Letter Inviting a Tender 1 (W)
Exercise 1 You work at the Conferi Kft. which organises training events in Hungary. You are going to
organise a training event for the medical sector and you need to translators and interpreters. Write
a letter to a translation agency asking them to bid for the work. Use the prompts given below.
Conferi Kft.
56 Rakoczi út.
Budapest
Smith Spa.
456 Sony St.
Belgium 45
21st February 2005
Dear Ms Smith









I / Gábor Pécsi, managing director / Conferi Kft., / company specialize / organise / training
events / Hungary.
I / write / announce / new training course / we organise / March 2015 / Budapest.
2000 trainees / attend / the event / all over / world.
The sessions / take place / Hotel Confi / last 3 days.
The participants / need translation services / Hungarian / English / vice versa.
We invite your company / bid / contract.
In your bid you / provide detailed information / services / costs.
All tenders must / receive / July 21st 2014 / the result / announce / August 30th.
Please / not hesitate / contact me personally if / need / details.
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 I enclose / brochure / details / conference.
Yours / …
Gábor Pécsi
WRITING
10.1.11 Writing a Letter Inviting a Tender 2 (W)
Exercise 2 You work at the Centre for International Studies employing 20 officials at the University
of Budapest which receives more than 1,000 foreign students each year. You are responsible for
staff training and improvement and it is your job to organise a training course to help staff at the
Centre deal with students from different cultures and countries. Write letters to training
organisations asking for offers. In the letter you should describe what kind of training course you
need and also what you can pay for the course. Write a letter of 150-180 words, excluding names,
addresses, dates.
Requirements:
1.
2.
3.
4.
5.
6.
training for 20 persons
language of training: English
one week, 7 hours per day
varied teaching material
involving theory and practice (case studies preferred)
subjects: procedures concerning studying abroad
- higher education systems in the EU
- welcoming visitors
- contacting people from other cultures (greetings, non-verbal communication)
- cultural differences (dress code, gifts, inviting people)
Venue: comfortable, spacious room, located in the centre of Budapest but in a quiet area
Budget: 2,000,000 HUF, including 5 lunches
10.2.MANAGEMENT
VOCABULARY DEVELOPMENT
10.2.1 What do Managers Do? (V)
285
http://www.lematin.ma/supplement/emploi/2012/Management_Quel-DRH--pour-demain/Management_Quel-DRH-pour-demain--/174876.html
Match the pairs below:

set
a. tasks to different employees

communicate
b. new working practices to the organisation

improve
c. the best person for each task

select
d. problems when they occur

train
e. the efficiency of the organisation

introduce
f. with all members of staff

allocate
g. newly recruited employees

deal with
h. goals and targets for the staff
Discuss these questions with a partner:
1. Have you got the right skills to manage people?
2. Could you organise people to work effectively?
READING
10.2.2 Useful People to Have in Teams (S)
Study the table below. Do you agree that people can be divided into different types of workers on
the basis of their personality and style of work? Which type would you be?
Type
Typical features
Strengths
Weaknesses
Worker
Reliable
Works hard
Is not very creative
Manager
Confident
Focuses on objectives
Is not very intellectual
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Researcher
Self disciplined
Explores new ideas
Has narrow interests
SPEAKING
10.2.3 Selecting a Team (S)
You work for the HR Department. Choose one of the projects below and, using the information on
the previous page, decide which three types of worker would make the best team. Remember to
choose people with the right skills and working styles and also people who could work with each
other easily in a small team of three people.
Task
Type of team needed
Setting up an
banking service
Important aspects of task People chosen
Internet Financial
services - tight deadline, reliable 1.
development team
system, high financial risk 2.
3.
Applying for an EU grant
Planning and negotiating - must be well-prepared,1.
team
presentation important
2.
3.
Investigating fraud in a Investigative team
- long-term job, attention 1.
multinational company
to detail
2.
3.
Developing a new sales Sales team
- lots of travelling, 1.
territory for a food product
individual
initiative2.
important, social contacts3.
important
WRITING
10.2.4 Writing an E-Mail (W)
Now write an e-mail to your manager in which you describe the three people who you think are
most suitable for the task. Use some of the expressions below in your email.

We need a person who is …………………………….

It is important / crucial / vital / necessary to have ………………………..

It would be advisable / preferable to have …………………………

X's ………………………would be helpful / useful / indispensable ……………….

This task requires ……………………………….
287

In order to ……….. we need someone who can …………………………….
VOCABULARY DEVELOPMENT
10.2.5. Motivating Staff Financially (V)
A manager needs to motivate staff. One typical way of motivating staff is to pay them well. See if
you can complete these sentences with the words at the bottom of the page:
1
There was very little ……………… to work because the pay was very low and the work was
quite boring.
2
Salespeople can increase their earnings significantly because they earn a ……………. every
time they make a sale.
3
Most people nowadays are paid a monthly ………………. which is paid into their bank account
automatically.
4
A talented young footballer often has a very high ………………….. even though his career may
be quite short.
5
Many companies prefer to give their employees ………………….... like a free mobile phone, or
meal vouchers, because this is less expensive than paying them more.
6
In London public sector workers get a ………………………., which is usually 8.5% of their regular
pay, to compensate them for the high costs of the capital.
7
Everyone has tax, national insurance and pension contribution ………………. from their pay.
8
Women don’t always receive the same …………… of pay as men for the same job.
9
At the end of the year many workers can get a …………….. if their company has been
successful
10 When company directors retire they are often given a ……………………… which is usually a lot
of money.
deducted
incentive
commission
golden handshake
rate
salary
earning potential
bonus
cost-of-living allowance
fringe benefit
LISTENING
10.2.6 How to Manage Your Staff (L)
288
Many organisations try to make work enjoyable for their staff, but not all succeed. Listen to this
extract from a radio programme about how managers treat their staff and answer the questions.
1. How many people work for the Beaverbrooks chain of shops?
2. What percentage of them are satisfied with their manager and his/her approach to
management?
3. The women at Beaverbrooks explain why they are happy to work there. Which of these ideas do
they mention?
1
You can talk to the managers, unlike at other stores
2
You can choose which department to work in
3
The company pays you very well
4
You don’t need to worry about the future
5
The managers visit the staff frequently
6
The atmosphere makes you want to work there
7
You are free to contact the management
4. What is Karen happy about? (fill in the spaces)
a. She has been able to earn _________________ in bonuses
b. She has been able to take her family to __________________
c. She works with colleagues who have the utmost ______________________
d. Her _____________________ are recognised
Fill in the spaces
Beaverbrooks started to take notice of the opinions of its staff in ______________________ (5).
Mark Addlestone found that the staff were not receiving any ______________________________
(6) and they were not __________________ (7), but above all they didn’t feel
__________________________________
(8).
So
he
introduced
a
new
package
of
_______________________ (9) benefits, and he visits each store personally at least
_______________________________ (10). Mark Addlestone believes that sometimes people say
they are fine, even when something _______________ (11), but he believes that people
________________ (12) the company and him personally.
http://www.bbc.co.uk/radio4/news/nicework/nicework_20041130.shtml
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READING
10.2.7. Motivating Staff (R)
http://activerain.com/image_store/uploads/8/4/0/3/7/ar131162792273048.jpg
“Something that will make me stay, love and enjoy my work.”
(Guest cheyser)
http://humanresources.about.com/u/ua/motivationrewardretention/work_motivation.htm
This quote comes from an internet chat site. Do you think it describes what motivation at work is?
Work in pairs and answer the following questions:
1
2
3
What motivates a 5-year-old child?
What motivates you?
What do you think people motivates at work?
Now you are going to read a text about motivation at work. After reading it decide on which points
you agree with the writer.
What People Want From Work: Motivation
Motivation Is Different For Each of Your Employees
By Susan M. Heathfield, About.com Guide
Every person has different motivations for working. The reasons for working are as individual as the
person. But, we all work because we obtain something that we need from work. The something we
obtain from work impacts our morale and motivation and the quality of our lives. Here is the most
recent thinking about motivation, what people want from work.
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Work IS About the Money
Some people work for love; others work for personal fulfillment. Others like to accomplish goals
and feel as if they are contributing to something larger than themselves, something important.
Some people have personal missions they accomplish through meaningful work. Others truly love
what they do or the clients they serve. Some like the camaraderie and interaction with customers
and coworkers. Other people like to fill their time with activity. Some workers like change,
challenge, and diverse problems to solve. Motivation is individual and diverse.
Whatever your personal reasons for working, the bottom line, however, is that almost everyone
works for money. Whatever you call it: compensation, salary, bonuses, benefits or remuneration,
money pays the bills. Money provides housing, gives children clothing and food, sends teens to
college, and allows leisure activities, and eventually, retirement. To underplay the importance of
money and benefits as motivation for people who work is a mistake.
Fair benefits and pay are the cornerstone of a successful company that recruits and retains
committed workers. If you provide a living wage for your employees, you can then work on
additional motivation issues. Without the fair, living wage, however, you risk losing your best
people to a better-paying employer.
In fact, recent research from Watson Wyatt Worldwide in The Human Capital Edge: 21 People
Management Practices Your Company Must Implement (or Avoid) to Maximize Shareholder Value,
(Compare Prices) recommends, that to attract the best employees, you need to pay more than your
average-paying counterparts in the marketplace. Money provides basic motivation.
Got Money? What's Next for Motivation?
I've read the surveys and studies dating back to the early 1980s that demonstrate people want
more from work than money. An early study of thousands of workers and managers by the
American Psychological Association clearly demonstrated this. While managers predicted the most
important motivational aspect of work for people would be money, personal time and attention
from the supervisor was cited by workers as most rewarding and motivational for them at work.
In a recent Workforce article, "The Ten Ironies of Motivation", reward and recognition guru, Bob
Nelson, says, "More than anything else, employees want to be valued for a job well done by those
they hold in high esteem." He adds that people want to be treated as if they are adult human
beings.
While what people want from work is situational, depending on the person, his needs and the
rewards that are meaningful to him, giving people what they want from work is really quite
straightforward. People want:

Control of their work inspires motivation: including such components as the ability to
impact decisions; setting clear and measurable goals; clear responsibility for a complete, or
at least defined, task; job enrichment; tasks performed in the work itself; and recognition for
achievement.

To belong to the in-crowd creates motivation: including items such as receiving timely
information and communication; understanding management's formulas for decision
making; team and meeting participation opportunities; and visual documentation and
posting of work progress and accomplishments.
291

The opportunity for growth and development is motivational: and includes education and
training; career paths; team participation; succession planning; cross-training; and field trips
to successful workplaces.

Leadership is key in motivation. People want clear expectations that provide a picture of the
outcomes desired with goal setting and feedback and an appropriate structure or
framework.
What You Can Do for Motivation and Positive Morale
You have much information about what people want from work. Key to creating a work
environment that fosters motivation are the wants and needs of the individual. I recommend that
you ask your employees what they want from work and whether they are getting it. With this
information in hand, I predict you'll be surprised at how many simple and inexpensive opportunities
you have to create a motivational, desirable work environment. Pay attention to what is important
to the people you employ for high motivation and positive morale. You'll achieve awesome
business success.
http://humanresources.about.com/od/rewardrecognition/a/needs_work.htm
Now answer the questions below:
1. What is essential if you want to avoid losing your best people?
_____________________________________________
2. What do workers want from their employees?
_____________________________________________
3. Why is setting clear and measurable goals important?
_____________________________________________
4. What does “belong to the in-crowd” mean?
_____________________________________________
5. List three types of opportunities for development.
_____________________________________________
6. What does the author of this article recommend employers do?
_____________________________________________
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