EMD001 - Medical Companion

MEDICAL ENGLISH SKILLS
COMPANION
Level 1
INSTITUTE OF LANGUAGES (IL)

UNIVERSITY OF TABUK
1
Table of Contents
Syllabus pg. 3
Course Description and Course Grade Distribution
Student Learning Outcomes
Curriculum Plan
Components Descriptions
Project Milestones Overview
Module 1 pg. 15
Glossary and Index Skills 1
Project Milestones 1 Explained
ESP Video & Reflection: The Muscular System; Link, Keywords, Activities, & Rubric
ESP Video & Reflection: The Blood Types System: Link, Keywords, Activities, & Rubric
Speaking: Achieving Goals
Speaking Reading Article
Speaking Rubric
Writing: Summary and Personal Response Paragraph
Self & Instructor Writing Evaluation Sheet
Writing Rubric
Module 2 pg. 37
ESP Video & Reflection: The Gastrointestinal System; Link, Keywords, Activities, & Rubric
ESP Video & Reflection: The Nervous System; Link, Keywords, Activities, & Rubric
ESP Video & Reflection: The Endocrine System; Link, Keywords, Activities, & Rubric
ESP Video & Reflection: The Placebo Effect; Link, Keywords, Activities, & Rubric
Speaking: Taking a Patient History
Sample Scenarios
Speaking Rubric
Writing: Narrative Essay
Writing Rubric
Module 3 pg. 69
ESP Video & Reflection: The Circulatory System; Link, Keywords, Activities, & Rubric
ESP Video & Reflection: The Intensive Care Unit; Link, Keywords, Activities, & Rubric
ESP Video & Reflection: Prescription Drugs & Side Effects; Link, Keywords, Activities, & Rubric
Speaking: Suggesting Solutions
Speaking Rubric
Writing: Argumentative Essay
Writing Rubric
Medical Faculties Appendices pg. 96
Conjunctions
Grammar Review
100 Most Common Nouns, Verbs, Adjectives, & Adverbs
Hangman Game Sheet
Sample Glossary and Index pg. 114
2
Institute of Languages (IL)
Medical English Skills

Companion
Level 1
SYLLABUS
3
EMD001 Medicine Course Description
Term: Level 1 Course credit hours: 5
EMD001 is an English as a Foreign Language (EFL) B1 CEFR level course especially

designed to integrate English for special purposes (ESP) medical and academic skills-based
content. Incorporating best EFL practices and modern pedagogical approaches, this course uses a
blended curriculum approach to instruction that includes online, video, and audio participation.
EMD001 introduces students to medical themes and terminology specific to their disciplines. This
is performed through their application of English listening, speaking, reading, and writing skills
through a mixed medium of instruction. Through its required activities, this course also includes
critical thinking and necessary academic skills for success. Special care has been taken to mold
the course’s ESP content and EFL skills as related to the needs and requirements of the medical
faculties which this course serves.
Required Textbook and Materials

 B1 CEFR Reading and Writing Textbook
 Online practice code included
 University of Tabuk Institute of Languages’ Medical English Skills Companion
 Blackboard activities included
Course Grade Distribution
Summative Assessment (70%) Alternative Assessment (30%)

 Flipped Classroom Listening ESP Videos
 Module 1 Exam
 ESP Listening Video
 Module 2 Exam  Video Reflections
 Glossary and Index Skills
 Module 3 Exam  Project and Portfolio
 e-content
4
Student Learning Outcomes
Students will be able to:
Knowledge and UnderstandingEMD001 Curriculum Plan
Determine the main idea in authentic medical ESP listening video content.
Identify detailed information in authentic medical ESP listening video content.
Differentiate between medical ESP lexicon using an authentic glossary.
Identify medical ESP lexicon using an authentic index.

Determine the main idea in graded reading using skimming techniques.
Identify detailed information in graded reading using scanning techniques.

Select a project topic related to the field of specialization.
Skills
Analyze B1 graded academic reading materials to identify words and phrases through context
and then rephrase through summarization.
Compose summary and personal response paragraphs at a B1 CEFR level.
Compose a narrative essay at a B1 CEFR level.
Compose an argumentative essay at a B1 CEFR level.
Apply B1 syntax in the production of written and spoken language.
Apply wh- and follow-up spoken questions to take a patient’s history.
Produce B1 spoken language to describe how goals are achieved.
Produce B1 spoken language to suggested solutions for stated problems.
Formulate a summary and reflection on authentic medical ESP listening video content at a B1
CEFR.
Apply academic and medical ESP lexicon using appropriate discourse with allowance for
repetition and self-correction.
Create keynote speaking cue cards for project presentation.
Design a project medium for the presentation incorporating ESP keywords.
Values
Identify appropriate sources for the chosen project showing awareness of ethical and professional
responsibility as citizens of the future.
Present a personalized culturally appropriate project using spoken language.

Demonstrate an ability to competently complete language tasks within appropriate time/date
constraints.
5
Curriculum Plan
Blended Learning Program (EMD001)

IL Qskills 3 E-Content Autonomous Flipped Project Productive Skills
R&W (Qskills Skills Classroom and (Summative
Online & Video Assessment)
Quill Reflections
Week 1 - Orientation
Introduce students to due dates, BLP components, use of Blackboard, textbook registration through
Blackboard etc.
Week 2
Unit 1: Flipped
Unit 1 & Selected iQ Classroom
PDF Activities Activity 1
Worksheets & Quill
Package 1
Week 3
Reflection 1:
Unit 2: The Muscular
Unit 2 & Selected iQ System
Module 1
PDF Activities &

Worksheets & Quill Flipped
Package 2 Classroom Speaking:
Activity 2 Explanation on
Week 4 how to achieve
Unit 3: Reflection 2: Project your goals
Unit 3 & Selected Why do blood Milestones
Glossary & 1 Writing: Summary
PDF Activities types matter?
Index 1 and Personal
Worksheets & Quill
Package 3 Response
Week 5 Paragraphs (Unit
Unit 1 – 3 Flipped 3)
Review & Classroom
Unit 4, up Activity 3
to &
including
reading 2
Module 1 Due Dates & Final Module 1 Exam – End of Week 5
6
Quill Reflections
Week 6
Flipped
Classroom
Unit 4: Activity 4
Unit 4 &
Selected iQ &
PDF
Activities Reflection 3:
Worksheets
& Quill The
completion
Package 4 Gastrointestinal
Tract
Week 7
Flipped
Unit 5: Classroom Project Speaking: Taking a
Unit 5 up to Selected iQ Glossary & Activity 5 Milestones Patient’s History
& including Activities Index Skills 2 & 2
reading 2 & Quill Reflection 4: Writing: Narrative
Package 5 The Nervous Essay (Unit 5)
Module 2
System
Week 8
Flipped
Classroom
Unit 5 &
Activity 6
PDF Quill
&
Worksheets Package 6
Reflection 5:
completion
The Endocrine
System
Week 9
Unit 6: Reflection 6:
Unit 6 & Selected iQ The Placebo
PDF Activities Effect
Worksheets & Quill
Package 7
Week 10
Unit 7 up to Flipped
& including Classroom
reading 2 & Activity 7
PDF
Worksheets
7
Quill Reflections
Week 11
Flipped
Unit 7: Classroom
Unit 7 & Activity 8
Selected iQ
PDF &
Activities
Worksheets Reflection 7:
& Quill
completion The Circulatory
Package 8
System
Week 12
Flipped
Unit 8 up to Classroom
& including Glossary & Activity 9 Project Speaking:
Quill
reading 2 & Index Skills 3 & Milestones Suggesting
Module 3
Package 9
PDF Reflection 8: 3 Solutions
Worksheets Intensive Care
Unit Writing:
Week 13 Argumentative
Reflection 9: Essay (Unit 8)
Unit 8: Prescription
Unit 8 &
Selected iQ Drugs Side-
PDF
Activities Effects
Worksheets
& Quill
completion
Package 10
Week 14
Unit 7 – 8
Review
Module 3 Due Dates - End of Week 14
Module 3 Final Exam – Week 15
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Curriculum Component Descriptions
e-Content
What is it?
e-Content is a component with a selection of activities that must be completed by students online. e-Content is accessed through
Blackboard/activity website. Students need an access code found on the inside of the cover of newly purchased textbooks in order to
access the e-Content activities. Alternatively, students may be provided with a link or access details by the instructor.
Instructor’s Responsibility
1. Direct students to access the e-content through Blackboard/website in order to complete the activities available for each unit.
2. Remind students of due dates (detailed in the Curriculum Plan).
3. Hide/unhide select e-Activities.
4. Introduce select activities in class to students (videos/writing/speaking)
5. Provide general feedback on specific activities/language objectives students found challenging.
6. Give individual feedback when applicable (writing draft/speaking/discussion board).
Student’s Responsibility
1. Access e-content through the Blackboard/activities website using the code found on the inside of the covers of new textbooks
(follow instructors directions).
2. Complete assigned activities by the due date.
3. Follow up with the instructor on any challenging e-activities in class.
Glossary and Index Skills
What is it?
Glossary and Index Skills is a component including a group of skills associated with the correct use of a scientific textbook. This activity
aims to develop greater student autonomy. Students are expected to be able to use a glossary and index to find word definitions, as well
as where to access further information on a given topic within a standard scientific textbook. A resource is provided for the glossary and
index. This glossary and index resource is to be used by both the instructor and student.
1. Guide students to use both the glossary and index by giving them selected ESP vocabulary to look up in the provided resource (found
in the IL Supplementary Materials) in class*. Skimming and scanning techniques should be focused on.
2. Direct students to complete online activities (resource link found in the Supplementary Materials) before the activity due dates (found
in the Curriculum Plan).
*Cautionary Note: As an EFL/ESL professional, you are not teaching students the meaning of the glossary and index ESP vocabulary.
Rather, you are teaching students a skill much like using a dictionary.
1. Work in-class with the instructor on developing your glossary and index search skills.
2. Only use the provided resource (found in the Supplementary Materials) when searching for vocabulary in the glossary and index.
3. Go online (resource link found in the Supplementary Materials) and complete the Glossary and Index component before the set due
date (found in the Curriculum Plan).
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Video Listening Content
What is it?
Listening content provided through videos, which should be applied in class as both listening and as a springboard for reflection and
speaking in the classroom.
Worksheets or related activities (provided separately/found in EMD Supp. Materials) are provided to activate schemata as well as
identifying and pre-teaching keywords.
Flipped-classroom activities are available for the listening videos, providing simple true/false stems to be answered online preceding the
in-class teaching of the listening video.
Listening from these videos, including themes, could be included at the end of Module Exams.
1. Direct students to access and complete the listening video Flipped-classroom activity online before the listening is taught in-
class.
2. Teach the listening video content in-class using the provided worksheets/activities (provided separately/found in EMD Supp.
Materials).
3. Work with students in class to apply/rehearse reflections on the selected listening videos.
1. Access and complete the Flipped-classroom activity online before going over it in class according to the Curriculum Plan (due
dates apply).
2. Attend and complete listening video instruction and activities provided by the instructor in-class.
Listening Video Reflections
What is it?
Listening videos preceded by a Flipped-classroom online activity and followed by students’ audio recorded reflections on the video,
which are uploaded onto Blackboard though their student accounts. The listening videos are to be taught in-class, followed by students
rehearsing and practicing reflections onto Blackboard for submission and feedback. A maximum of two submissions by students is
allowed.
1. Direct student to complete the flipped classroom activity before the listening video is covered in class.
2. Teach the video content in-class using the provided Supplementary Materials activities.
3. Make sure you teach the listening video using best practices such as pre-teaching.
4. Go over the reflection rubric found in the supplementary materials.
5. Identify the knock out criteria.
6. Train students in-class on their video reflections. Working in pairs where one of the students uses the rubric to identify where
his/her peer needs more practice is encouraged.
7. Direct students to record, upload and submit their video reflections onto Blackboard.
8. Evaluate, accept, or, reject student reflection submissions on Blackboard and give feedback in a timely manner.
1. Complete in-class activities with the instructor.

2. Lookup keywords from the listening video in order to gain greater context.
3. Use the rubric when you practice giving your reflection in order to match the evaluation criteria found in the reflection rubric.
4. Record, upload and submit your video reflections after rehearsing in-class with your instructor.
5. If your reflection is rejected, repeat the process of recording, uploading, and submitting the video reflections. Make sure you
follow the video reflection apply its criteria.
6. Make sure your submission is before the official due date.
10
Glossary & Index Skills
What is it?
This autonomous learning component is a skill associated with the correct use of a scientific textbook. Students are expected to be able
to use a glossary and index to find word definitions, as well as where to access further information on a given topic within a standard
scientific textbook. A selection of both glossary and index pages have been provided as part of the supplementary materials for use for
both the instructor and student.
1. Guide students to use both the glossary and index by giving them selected words from the provided glossary and index pages
in the supplementary materials for them to look up.
2. Direct students to access the online activity and complete an open-book glossary and index activity using their
Supplementary Materials’ glossary and index.
3. Remind students to limit their answers to those found in the provided glossary and index samples.
1. Work in-class with the instructor on developing glossary and index skills.
2. Go online to complete Glossary and Index Skills’ activities using the provided selection of glossary and index pages found in
the Supplementary Materials (open-book).
Blended Learning Projects
What is it?
A speaking research based project related to the students’ field of study completed through set milestones for each module throughout
the semester. Milestone accomplishments are tracked through Blackboard activities completed by students. The project is finally
presented by the student in front of university representatives (IL and UT Admin). The student has two attempts to successfully
complete the milestones.
1. Guide students through the milestones towards achieving their final goal of a speaking project.
2. Organizing in-class rehearsals for students of their speaking projects.
3. Give feedback on student milestones through in-class and Blackboard feedback.
1. Brainstorm for the project title

2. Organize your ideas
3. Research your project topic.
4. Complete milestones within the due dates provided in the Curriculum Plan.
5. Create an original presentation/poster for the project.
6. Rehearse the speaking project.
7. Video record, upload, and submit the presentation of the final project on Blackboard.
8. Promptly complete all milestones before the due date.
9. Present the project in front of IL and University Admin.
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Targeted Speaking Component (BLP)
What is it?
A summative assessment speaking task selected within each module to focus learners on the active production of language. Themes for
the speaking are ESP related. Students’ speaking is assessed at the end of each module by instructors according to a rubric that reflects
the targeted CEFR level of the course.
1. Introduce the speaking task at the start of the module

2. Apply best practices in-class teaching strategies (PPP, TTT…etc.)
3. Introduce students to the speaking rubric
4. Allow for peer feedback as students rehearse with each other in the classroom
5. Monitor students as they rehearse in-class
6. Give students feedback on their speaking rehearsals based on the provided rubrics
1. Work with peers both during class and out of class on rehearsing the targeted speaking
2. Be aware of the rubric as you rehearse your speaking task
3. Follow up with your instructor for feedback on your speaking
Targeted Writing Component
What is it?
A summative assessment component selected to focus learners on the production of language through writing. One writing is selected
for every module at the target CEFR level of the course.
1. Focus on the targeted writing from the start of the module to allow for time for learners to develop their writing
2. Introduce students to the rubric their writing will be evaluated by
3. Apply best EFL best practices for writing
4. Guide students through course book activities related to the targeted writing skill
5. Guide students through the writing process
a. Brainstorming for ideas
b. Creating an outline
c. Writing a first draft
6. Evaluate student writing
7. Provide feedback to learners based on the specific rubric for the given module
1. Apply the writing process when practicing writing skills

2. Familiarize yourself with the specific writing rubric
3. Apply feedback from your instructor’s evaluation on your writing to further develop your writing skills
4. Complete course book and online activities related to the targeted writing skill
12
Portfolio Instructions
 The portfolio is a collection of your work throughout the course.
 Your portfolio must contain three writing drafts (one from each module), as well as your project milestones sheets.
 The full portfolio includes the following ten cutouts from this Medical English Skills Companion:
 Project Milestones Overview Cutout
 Summary and Personal Response Paragraphs Writing Cutout
 Summary and Personal Response Paragraphs Evaluation Forms Cutout
 Patient History Scenarios Cutout
 Narrative Essay Writing Cutout
 Narrative Essay Writing Continued Cutout
 Narrative Essay Evaluation Forms Cutout
 Argumentative Essay Writing Cutout
 Argumentative Essay Writing Continued Cutout
 Argumentative Essay Evaluation Forms Cutout
13
Student Name:_______________
Student ID:__________________
Project Milestones Overview
Module 1
 Brainstorm project ideas
 Select semester project title
o Project title: _______________________________________________
 Select appropriate sources
o Video content
 Video link or reference: _______________________________
o Online website
 Website link: ________________________________________
o Textbook
 Textbook reference: ___________________________________
o Published Article
 Article reference: ___________________________________
Module 2
 Draft Speaking Notes
 Create draft presentation/graphic/stat/speaking notes ….etc.
 Rehearse with a peer
o Peer name: _________________________________________________
o Student ID number: __________________________________________
Module 3
 Record rehearsal
 Give final in-class rehearsal
Completed:
o Date: _______/____/_______
_________
 Present on your “English Open Day”
14

Companion
Level 1
MODULE 1
15
Blended Learning Program (EMD001)
Quill Reflections
Week 1 - Orientation
Introduce students to due dates, BLP components, use of Blackboard, textbook registration through
Blackboard etc.
Week 2
Unit 1: Flipped
Unit 1 & Selected iQ Classroom
PDF Activities Activity 1
Worksheets & Quill
Package 1
Week 3
Reflection 1:
Unit 2: The Muscular
Unit 2 & Selected iQ System
Module 1
PDF Activities &

Worksheets & Quill Flipped
Package 2 Classroom Speaking:
Activity 2 Explanation on
Week 4 how to achieve
Unit 3: Reflection 2: Project your goals
Unit 3 & Selected Why do blood Milestones
Glossary & 1 Writing: Summary
PDF Activities types matter?
Index 1 and Personal
Worksheets & Quill
Package 3 Response
Week 5 Paragraphs (Unit
Unit 1 – 3 Flipped 3)
Review & Classroom
Unit 4, up Activity 3
to &
including
reading 2
16
A glossary and an index work much like a dictionary,
in that they are alphabetically organized. To find a word like ‘Cell’, Are Important!
you need to first go past all the words that start with the letters ‘A’ As a health professional,
you will need to look up a lot
and ‘B’ until you reach the letter ‘C’. Then, search of useful information in your
through the words that start with ‘C’ textbooks. Along with your
instructor, you can visit the
until you reach all the words that university library and access
books in order to develop your
start with ‘Ce’, ‘Cel’, and finally Glossary and Index Skills.
reach the word ‘Cell’.
A glossary gives you

An index will show you where you can get more
terminology definitions.
information on that topic within the textbook.
Use the sample glossary and index pages in-class to develop your ability to search for word
definitions and look up information on a specific topic in scientific themed textbooks.
Click on the link and complete the Glossary and Index Skills Activity for this module. Use
the provided glossary and index pages to complete the activity.
https://forms.gle/Gea4znoVLUoBBoR69
Instructions for students:

Use the selected glossary and index pages within the “Lecture Notes and Supplementary
Materials” to respond to the following stems. Do not use online apps to source answers.
Short Answer Stems:

This is the online activity students
1. What is the definition of the word Allergen? will complete on a Google Form.
To be used as a reference to
identify the required skills for this
2. What pages have more information on Antibodies?
activity. These specific words
should not be covered in class.
3. What is the definition of the word Capillary?
4. What pages have more information on Diabetes?
5. What is the definition of the word Infectious disease?
17
Module 1 Project Milestones Explained
 Choose a topic related to your specialization for a project.

Before You Start  Choose a topic that can be presented orally.
 Group presentations are great! Just make sure your team
shares equally in the speaking time.
Brainstorming Project Ideas

Use this area to brainstorm and generate ideas for your project.
Selection of the Project Title

1. Refer back to the brainstorming activity and select a project topic.
2. Discuss with your peers and instructor your choice of project topic.
18
For Your Information
Individual sources used need not cover all aspects of your
project. A single source can cover one aspect, while another covers
other aspects. Combined, your sources should provide you with the
information you need to complete your project.
Sources for Your Project
 Make sure your videos are created or presented by Subject Matter Experts (SMEs).
 When choosing a website, a .gov or .org ending is preferred.
 Textbooks may be borrowed from the university library, or an e-version may be used.
 A published journal article may be attained through the university library, or an e-version
may be used.
 APA and MLA are two standard methods of referencing sources used internationally.
Remember to refer back to the

Project Milestones sheet
and record your progress for Module 1.
19
ESP Video Reflection: The Muscular System
Use the link to complete the Flipped-Classroom Activity: Don’t forget to
complete the Flipped
https://forms.gle/CY4AfvXpWEct6dhP8
Classroom activity
online!
Video Title Link
How your muscular system works- https://www.youtube.com/watch?v=VVL-

Emma Price 8zr2hk4
Discuss with a partner what the main idea of the video is.
Keywords:
accumulate generate react

airways governed refine
Autonomic grip rigid
autonomic nervous in unison roughly
system internal skeletal muscle
biceps intestine smooth muscle
blink intestines somatic nervous system
blood vessels invisible sperm cells
bones lean split
buccinators lines spread
bulk make up stabilizing
bundled motion stand upright
byproduct movements stapedius
cardiac muscle muscles survival
cells muscular system tendons
cheek nervous system thump
cilia nestled tire out
constrict network tissue fragment
contract opposing forces triceps
digestive system pectorals triggered twitch
enabling pick up the pace uterus
endurance cells posture white blood cells
familiar propel
fibers pumps
20
Gap fill activity:
1. 00:06 Each time you take a step, 200 _____________ work _______________ to lift your
foot, ________________ it forward, and set it down.
2. 00:15 It's just one of the many thousands of tasks performed by the _____________. This
_________________ of over 650 muscles covers the body and is the reason we can
___________________, smile , run, jump, and ________________________.
3. 00:31 It's even responsible for the heart’s dependable ________________. First, what exactly
is the muscular system?
4. 00:39 It's made up of three main muscle types: _____________________, which attaches via
________________ to our _____________, ___________________, which is only found in
the heart, and ____________________, which _________ the _____________ and certain
organs, like the ___________ and _____________.
5. 00:57 All three types are made up of muscle ______________, also known as
______________, _____________ tightly together. These bundles receive signals from the
______________________ that _____________ the fibers, which in turn _______________
force and ______________.
6. 01:11 This produces almost all the _______________ we make. Some of the only parts of the
body whose motions aren't _______________ by the muscular system
are ___________________, the hair-like ______________ in our _________________,
and certain ____________________.
7. 01:25 Muscle contraction can be ___________ into three main types. The first two, shortening
muscle fibers and lengthening them, generate ___________________.
8. 01:34 So the _____________ will shorten while the ______________ will lengthen or relax.
9. 01:50 This complementary partnership exists throughout the muscular system.
10. 01:53 The third type of contraction creates a ______________ force.
11. 02:01 ….but instead keep the muscles ________________. This allows us to __________ a
mug of coffee or ________________ against a wall. It also maintains our posture by holding
us upright.
12. 02:13 Skeletal muscles form the ____________ of the muscular system, ____________
about 30-40% of the body's weight. ….. Some muscles are ____________ to us, like the
__________________ and the biceps. Others may be less so, like the _____________,
a muscle that attaches your _________________ to your teeth, or the body's tiniest skeletal
muscle, a one-millimeter-long _____________ called the _____________ that's
____________ deep inside the ear.
21
13. 02:41 Wherever they occur, skeletal muscles are connected to the ________________,
14. 02:53 … to ___________ our motions even further, slow-__________ and fast-twitch. Fast-
twitch fibers __________ instantly when _______________, but quickly use up their energy
and ______________.
15. 03:04 Slow-twitch fibers, on the other hand, are __________________. They react and use
energy slowly so they can work for longer periods. A sprinter will _______________ more
fast-twitch muscles in her legs …., enabling her to quickly, if briefly,
___________________. Whereas, back muscles contain more slow-twitch muscles to
maintain your _________________ all day.
16. 03:31 are managed by the ___________________________ beyond our direct control. That
makes your heart thump _____________ 3 billion times
17. 03:43 _____________ control also contracts and relaxes smooth muscle in a rhythmic cycle.
That ____________ blood through the smooth ____________ walls of blood vessels, enables
the _____________ to _____________ and push food through the _________
_______________, and allows the ____________ to contract when a person is giving birth
18. 04:01 As muscles work, they also use energy and produce an important ____________, heat.
In fact, muscle provides about 85% of your warmth
which the heart and blood vessels then _____________ evenly across the body via the blood.
19. 04:15 Without that, we couldn't maintain the temperature necessary for our _________.
The muscular system may be largely ______________ to us, but it leaves its mark on almost
everything we do, whether it's the blink of an eye or a race to the finish line.
Answer Key
muscles / in unison / propel / muscular system / network / blink / stand upright / thump / skeletal
muscle / tendons / bones / cardiac muscle / smooth muscle / lines / blood vessels / intestines /
uterus / cells / fibers / bundled / nervous system / contract / generate / motion / movements /
governed / sperm cells / cilia / airways / white blood cells / split / opposing forces / biceps /
triceps / stabilizing / rigid / grip / lean / bulk / make up / familiar / pectorals / buccinators / cheek
/ tissue fragment/ stapedius / nestled / somatic nervous system / refine / twitch / react / triggered /
tire out / endurance cells / accumulate / enabling / pick up the pace / posture / autonomic
nervous system / roughly / Autonomic / pumps / internal / intestine / constrict / digestive
system / uterus / byproduct / spread / survival / invisible
22
Answer True/False/Not Applicable( N/A)
1- ------------- Cardiac muscle can be found anywhere in the body.
2- ------------- The smooth muscle lines the blood vessels and the walls of the heart.
3- ------------- Motions of the sperm cells are governed by the muscular system.
4- ------------- Shortening muscle fibers and lengthening them generate opposing forces.
5- ------------- The heart and blood vessels are responsible for producing heat for the body.
Answer Key
1- False
2- Not applicable
3- False
4- True
5- False
Answer the following questions
1- How many muscle types are there in the human body?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
2- How is the skeleton muscle attached to our bones?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
3- How many types of muscle contraction are there?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
4- What is the function of the third type of muscle contraction?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
5- What are the muscles that form the bulk of the muscular system?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
23
ESP Video Reflection Checklist
Instructions:
 The items in the checklist that are in bold are knockout criteria. That is, your
reflection will be rejected if you miss any of them.
 The items that are not in bold are important to help get your ideas across in English
academic atmosphere.
 Refer to this Checklist when creating your video reflection.
Reflection Checklist:
Content
An introduction with:
❏ Student’s name, college, and title of video
A summary of video that includes:
❏ Main idea
❏ Key concepts
❏ Appropriate details and/or examples
Information that is:
❏ Accurate
❏ Relevant
❏ Organized
A reflection that includes:
❏ Student’s reaction or comments
❏ Recognition of video’s assumptions and/or biases
❏ Link to student’s personal, social, and/or work life
Language Use
Vocabulary that:
❏ Correctly captures the video’s key words
❏ Reflects an academic register For submission, upload
❏ Includes appropriate medical (ESP) terminology your video reflection to
Grammar that reflects: Blackboard for feedback
❏ Accurate use of singular and plural forms from your instructor.
❏ Mostly accurate use of verb form and tense
❏ Inclusion of appropriate connectives and transitions
Presentation
Voice that:
❏ Is strong and clear
❏ Flows
❏ Correctly changes intonation and stress when needed
24
ESP Video Reflection: Blood Types
Use the link to complete the Flipped-Classroom Activity:

Don’t forget to complete
the Flipped Classroom
https://forms.gle/WHLFEEY7X9C2h7eQ9 activity online!
Video Title Video Link
https://www.youtube.com/watch?v=xfZhb6lmxjk&t=1
Why do blood types matter? 34s
Natalie S. Hodge
List of Keywords
A bit Dominance Placenta

Absence Dominant Populations
Accurate Genetic Pregnancy
Against Donor Presence
Alleles Donors Probability
Antibody Drift Proportions
Antigone Due to Random
Apes Evolve Recessive
Associated with Fetus Recipient
Attack Foreign Reject
Bleed Gene Relative
Cells Hemoglobin Safe
Clot Hemolytic Severe
Code Immune Species
Codominance Impeding Transfusions
Comparison Infection Unfortunately
Complex Inherit Variety
Complicated Interactions Vice versa
Complications Isolated White blood cells
Conflict Membrane
Cross Neither
Determine Newborn
Disease Override
Paired
Particular
25
Gap Fill Activity
As you listen, complete the gap-fill activity:
1. (00:41) ____________ work together with White Blood Cells, which are _____________
cells that protect against __________________.
2. (00:47) WBC serve as identifying ___________________.
3. (01:04) The antigens are coded for by three different ______________, varieties of a
particular ______________.
4. (01:33) The A and B alleles are both _________________, while O is _______________.
5. (02:23) Blood types matter for blood ________________________.
6. (02:28) If someone with type A blood is given type B blood, or vice versa, their
_________________will reject the foreign antigens and _________________them, potentially
causing the transfused blood to __________________.
7. (03:09) Matching donors and recipients is a bit more ___________________.
8. (03:22) Rh+ or Rh- refers to the ________________or _____________ of the __________
antigen of the Rh blood group system.
9. (03:38) If an Rh- mother is carrying an Rh+ child, her body will produce Rh antibodies that
may cross the_________________, and attack the _____________, a condition known as
_____________________ disease of the newborn.
Answer Key
1.antigens / immune / infection / 2.markers / 3.alleles / gene / 4.dominent / recessive /
5.transfusions / 6. antibodies / attack / clot / 7. complicated. / 8. presence /absence / D /
9.placenta / fetus / hemolytic
26
Write True, False or Not Applicable beside each sentence.
1. ________ Hemoglobin is tied to oxygen in the white blood cells.
2. ________ The function of the red blood cells is to carry hemoglobin though the body.
3. ________ The red blood cells only have one kind of protein inside the cell.
4. ________ There are four main kinds of antigens that shape the blood type.
5. ________ O allele code for A and B antigens.
6. ________ Transferring blood from one person to another is critical.
7. ________ Only A and B antigen system that makes the body reject a blood type.
8. ________ Scientists also could prove that there is a direct relationship between blood type and
personality.
Answer Key
1. False 2. True 3. Not Applicable 4. False 5. False 6. True 7. False 8. False
Answer the following questions.
1. Where are antigens located?
__________________________________________________________________________.
2. Antigens are called identifying Markers. What does this term mean?
__________________________________________________________________________.
3. Why does every person have two alleles determining the blood type?
__________________________________________________________________________ .
4. Why people with type AB are called universal recipients and people with type O universal
donors?
___________________________________________________________________________.
5. Draw an illustration of the resulting codominance of A and B and O alleles.

__________________________________________________________________________.
27
Instructions:
Content
❏ Main idea
❏ Key concepts
❏ Accurate
❏ Relevant
❏ Organized
Language Use
Vocabulary that:
Presentation
Voice that:
❏ Flows
28
Speaking: Achieving Goals
The nature of life itself means that sometimes we feel like we are in a maze, turning left and right
and going around in circles, without clear directions of how to reach our destination. This is often the
reality for those who do not set goals as they move through life. Goal setting has been proven to help
trigger new and positive behaviors, help align our focus as well as promote a sense of self-mastery.
As a student, goal setting is a powerful technique which can directly influence your performance.
The process is quite simple and can be completed in three easy steps. To begin, write down the goal. This
makes it tangible and puts everything in motion. The next step is to make sure your goal has a definable
endpoint. Determining the amount of time needed to reach the goal and setting a deadline help to create
a realistic sense of urgency and provide the motivation necessary to attain that goal. After the deadline is
set, you now need to identify measures which indicate your progress and allow you to evaluate your
achievements. This makes it easier to make adjustments when necessary. To conclude, goals are targets
for us to aim at. They allow us to constantly review where we are, where we want to be, and how to get
there, therefore giving us a clear sense of direction.
29
Instructions
 You will be given a goal to achieve.
 You have two minutes to organize your thoughts on the topic.
 Make sure that you have at least two objectives to reach the goal.
 Give examples for each objective.
 You are expected to speak about the topic for two minutes.
Example Speaking Topics

1. Improve Your English Language Skills
2. Eat Healthy Food
3. Win a University Grant (Scholarship)
Speaking Evaluation Rubric for Achieving Goals Task

 Student spoke fluently and at a natural pace with rare repetition or hesitation
 The response included clear ideas and all were coherent
 No grammatical errors
 Student used a wide range of vocabulary correctly
 A minimum of two objectives were provided on how to achieve the goal
 A minimum of two examples were provided
 Descriptive adjectives were used correctly
 Student spoke fluently and at a natural pace with some repetition or hesitation
 The response included clear ideas and most were coherent
 Grammatical errors were few
 The response included clear ideas and some were coherent
 Student spoke at a natural pace with some repetition or hesitation
 Some grammatical errors
 Student used some key vocabulary but with errors
 Student spoke with a lot of repetition or hesitation
 The response included ideas but some were not coherent
 Many grammatical errors
 Descriptive adjectives were used with errors
30
Speaking Evaluation Rubric for Achieving Goals Task
(continued)
 The response included ideas but most were not coherent
 Student misused a lot of key vocabulary (B1 Level)
 Less than two objectives were provided on how to achieve the goal
 Less than two examples were provided
 No descriptive adjectives were used
 The response included ideas but all were not coherent
 Student misused a lot of key vocabulary (B1 Level)
 Less than two objectives were provided on how to achieve the goal
 No examples were provided
 No ideas in the response were coherent
 Student didn’t use any key vocabulary (B1 Level)
 No objectives were provided on how to achieve the goal
 Student didn’t understand the prompt
 Struggled to produce basic sentences
 Too many long pauses.
 Response was completely off topic
 Most of the speech was unintelligible
 No response
31
Writing: Summary and Personal Response Paragraphs
Writing Instructions
For this module, you will write a Summary and Personal Response paragraphs. It is
important to approach writing as a process. To this end, make sure you complete all the writing
sections in this module. Finally, refer to the ‘Writing Rubric’ section to ensure that you have
covered all the key elements for Module 1’s writing skill.
Freewriting or Looping
Use the space provided here to free write/loop in order to generate ideas for your
Personal Response part of the writing task.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________
32
Outlining
Reference the Freewriting/Looping activity to organize your thoughts into a clear outline
before you start writing your first draft of the Summary and Personal Response Paragraphs.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
33
Writing Cut-Out Student Draft Student Name:
Student ID Number:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________________________
34
Summary and Personal Response Paragraphs Evaluation Forms Cutout
Student Name:
Student ID Number:
Student Instructions:
 Read the Writing Task Rubric for this module.
 Review your draft against the rubric criteria.
 Circle the box that matches your evaluation of your writing.
I have checked my writing against the Writing Task Rubric for this module.
Based on the provided rubric, I believe my writing:
Requires Requires some Requires

Student Self-
Does not meet

Evaluation
many changes changes to few changes Is adequate

minimum skill
of Draft
to meet skill meet skill to meet skill as a draft

objectives
objectives objectives objectives
Instructor Instructions:
 Evaluate the student’s draft and give written feedback to the student on the turned in draft
addressing target language for this module.
 Use the evaluation table below to identify for the student how his/her writing compares to
the module’s writing requirements.
 Return both the Draft Writing Cutout and this evaluation form to the student.
Based on the provided rubric, the student’s writing:

Student Draft
Evaluation of
Does not meet Is adequate

many changes changes to few changes
Instructor
minimum skill as a draft

to meet skill meet skill to meet skill
objectives
35
Writing Task Rubric
Instructions:
 All content should be relevant.
 The writing should be at a B1+ CEFR standard.
 All five sections in the rubric count toward task completion.
 The following criteria will be used as a guide for scoring.
Writing Rubric: Summary & Personal Response Paragraphs

Grammar Mechanics
 Accurate use of tenses (simple or
complex grammatical forms)  Punctuation
 Use of descriptive adjectives &  Capitalization

synonyms
 Spelling (especially commonly known
 Complete sentences to convey the words, or target vocabulary from the
meaning (SVO/SVC)*. textbook)
Lexis Style
 Clear topic sentence with supporting
 Using a wide range of vocabulary and sentences (main idea sentence)
lexis (B1+ Level)
 Paragraphing (Indented)
 Two distinct paragraphs
 Summary and then Personal Response
 Student’s position clearly expressed in

the personal response paragraph
 Parallel structure is evident
Cohesiveness and Coherence

 All the main ideas included in the summary
 Well organised, coherent, and cohesive text
 A concluding sentence in the Personal Response Paragraph
*The verb required to convey the main message of the sentence.
36

Companion
Level 1
MODULE 2
37
Quill Reflections
Week 6
Flipped
Classroom
Unit 4: Activity 4
Unit 4 &
Selected iQ &
PDF
Activities Reflection 3:
Worksheets
& Quill The
completion
Package 4 Gastrointestinal
Tract
Week 7
Flipped
Unit 5: Classroom Project Speaking: Taking a
Unit 5 up to Selected iQ Glossary & Activity 5 Milestones Patient’s History
& including Activities Index Skills 2 & 2
reading 2 & Quill Reflection 4: Writing: Narrative
Package 5 The Nervous Essay (Unit 5)
Module 2
System
Week 8
Flipped
Classroom
Unit 5 &
Activity 6
PDF Quill
&
Worksheets Package 6
Reflection 5:
completion
The Endocrine
System
Week 9
Unit 6: Reflection 6:
Unit 6 & Selected iQ The Placebo
PDF Activities Effect
Worksheets & Quill
Package 7
Week 10
Unit 7 up to Flipped
& including Classroom
reading 2 & Activity 7
PDF
Worksheets
38
Glossary & Index Skills 2
A glossary gives you

An index will show you where you can get more
terminology definitions.
information on that topic within the textbook.
https://forms.gle/p6K2DUdBvcQeRSWBA

Short Answer Stems:

This is the online activity students
1. What is the definition of the word Enzyme? will complete on a Google Form.
To be used as a reference to
identify the required skills for this
2. What pages have more information on Folic Acid? activity. These specific words
should not be covered in class.
3. What is the definition of the word Focal infection?
4. What pages have more information on Herd immunity?
5. What is the definition of the word Iodophor?
39
Create note cards and your presentation materials.
DON’TS When Making Speaking Notes
 use a full sheet of paper as a note,

 write long sentences or an essay to read,
 use small handwriting,
Don’t: 

make it look messy with crossed-out words,
fold your speaking notes,
 put too much information on the card,
 make your speaking notes too small, or
 rely on your cellphone.
Example of a Speaking Note (to size)
Use of CAPITALIZATION and

Avoiding the use of complete underlining for emphasis
sentences when possible Numbering
Alternating
between
different
types of
bullet points
and
numbering
to better
differentiate
between
talking
points
Use of Colors Use of images

to highlight Involving the audience as a as a reminder
transition inclusion strategy
40
Draft Presentation
Instructions:
 Include your: 1. Your name, 2. Student ID, 3. Faculty, 4. Instructor’s Name

a. Use the title slide if creating a PowerPoint presentation.
b. Use the top center if creating a poster.
Do not use any Arabic (this is an English class).
 Do write keywords and phrases.
Do not write complete sentences or paragraphs unless absolutely necessary.
 Do use dates/statistics.
Do not use other peoples’ work.
 Do use pictures and graphics.
 Do personalize your project.
 Do include your references (from Project Milestones 1).
a. Use the last slide if creating a presentation.
b. Use the bottom right corner if creating a poster.
Rehearsal with a Peer
Share with a classmate, and learn!
1. Find someone in your class and rehearse your presentation with them.
2. Time your presentation.
3. What advice can your classmate give you?
4. How can you make your presentation even better next time you rehearse?

41
ESP Video Reflection: The Gastrointestinal System
https://forms.gle/PZLV7JepoWQ2t5hH8 Don’t forget to complete

activity online!
Video reflection
Video Title Link
Meet the gastrointestinal tract! https://www.khanacademy.org/science/high-school-biology/hs-

human-body-systems/hs-the-digestive-and-excretory-
systems/v/meet-the-gastrointestinal-tract
Keywords:
Absorption Inner
Acquiring Intestines
Anus Ions
Biochemistry Liver
Bolus Melt
Breakdown Morcellation
Chewing Multiple
Chime Nutrients
Churning Nutrition
Circulate Oral cavity
Colon Pancreas
Component Pass on
Core Per se
Chyme Physical
Deem Processed food
Digest Propel
Digestion Recall
Dimension Rectum
Duodenum Sort
Enzymatic Sphere
Esophagus Stomach
Expel Storage
Expulsion Store (v)
Fluid Subsequent
Gallbladder Swallowed
Gastrointestinal Tract
Hydrolysis Weird
Yield
42
Gap Fill Activity
1. (00:26) The food that you have is __________________ environments.
2. (01:08) The hydrolysis is the ________________________ digestion.
3. (01:12) ___________________ is the physical breakdown.
4. (01:50) In the esophagus, we just ___________________ our _______________.
5. (02:07) The ___________________ is responsible for multiple things.
6. (04;00) Another name for the large intestine is ______________________.
7. (04:14) The large intestine absorbs ________________, or _________________ or
__________________.
8. (04:31) The food passes to the ______________ after the large intestine, which serves
for _____________________ .
9. (4:46) We hold to the processed food until we __________________ it an appropriate
time to ______________ the food.
10. (4:54) Food will come out through the _________________ through ______
_____________.
11. (05:12) Accessory organs that are involved in digestion are _________________,
_________________________ and the __________________.
Answer Key
1.external / 2. Enzymic / 3.chewing / 4.propel / bolus / 5.stomach / 6.colon / 7.water /

ions / vitamin k / 8.rectum / storage / 9.deem / expel / 10.anus / expulsion / 11.liver /
gallbladder / pancreas
43
1. ________The first part of the gastrointestinal tract is the oral cavity.
2. ________ The esophagus helps breaking down the food.
3. ________When the food is chewed more dimensions of contraction affect the food to break it
down.
4. ________Chyme is the soupy food becomes in the stomach. The is mixed together with
stomach acid to become soupier that can move to the intestines.
5. ________The first organ of the GI tract that takes some of the food break down is the large
intestines.
Answer Key
1. True 2. False 3. False 4. Not applicable 5. False
1. What is the main idea of the video?
_____________________________________________________________________________.
2. What are the main functions of the mouth?
_____________________________________________________________________________.
3. What is the goal of breaking down the food?
_____________________________________________________________________________.
4. What are the four main functions of the stomach mentioned in the video?
_____________________________________________________________________________.
5. Which are the two main parts of the IG tract that are considered don’t do a lot according to the
speaker.
_____________________________________________________________________________.
6. Name the main components of the GI tract in order.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
44
Instructions:
Content
❏ Main idea
❏ Key concepts
❏ Accurate
❏ Relevant
❏ Organized
Language Use
Vocabulary that:
Presentation
Voice that:
❏ Flows
45
ESP Video Reflection: The Nervous System
https://forms.gle/f6U3QB44t74hNews8 activity online!
Structure of the nervous system | Organ https://www.youtube.com/watch?v=jmD0LBdAvlE&amp=&list=P

Systems | MCAT | Khan Academy LpQh7TBNJcsvCRB-AUMQMJA1ldI8qKyCv
Keywords:
Structure mesencephalon Spinal nerves
Nervous System rhombencephalon Paired
Central nervous system hindbrain Form
Peripheral Body Nerves Spinal nerve roots
Brain Axons Mixed nerves
Spinal code Neurons Front
tube-like Ganglia attached
Two-blade Ganglion Proximal origin
Cerebrum Lumps Distal
Cerebral hemispheres Somas Centre
Separate Information Distant
Divide Bring Branch
hooks Afferent neurons Repeatedly
Brain stem Carry Tinier
Midbrain Opposite directions Naked eye
Pons Efferent neurons Microscopic
Medulla Cranial nerves Microscopic nerves
Cerebella Dividing Stringy
Human embryo Exit Connect
Developing Cranium Entire
Forebrain Primarily Periphery
prosencephalon Passing though
Skull
Gap fill activity:

1. (0.05) And the nervous system is divided into two main _______________ parts.
2. (0.10) The first is called the central ______________ system. And the second is called the
_____________ nervous system.
3. (0.25) The central nervous system is made up mostly of the ___________, which is in the head
46
4. (0.32) and the ___________ ______________ which is in the spine.
5. (0.39) And that’s this long, thin, __________ structure that goes down the spine.
6. (0.52) All of this part on the top that has several different colors here, is called the ____________,
which is the biggest part of the ______________.
7. (1.20) And we call those halves the ____________________ or _______________ hemispheres, like
half a sphere.
8. (1.57) And this is the part that ________________ onto the spinal cord down here. And this part is
called the ______________ _____________.
9. (2.28) And the middle part, that’s just below the midbrain, we call the ____________
10. (2.35) Under the pons and the part that actually connects to the spinal cord, is called the
_____________.
11. (2.53) And connected to the brain stem, and this, we call the _________________.
12. (3.08) So, here’s a picture of a human __________________.
13. (3.12) And this very front part is called the ______________________.
14. (3.35) And it also has a longer name of the ____________________________.
15. (4.26) The _________________ nervous systems consist of two types of structures. The first are
called _____________________.
16. (4.38) And nerves carry the ___________________ of _____________________.
17. (4.46) Ganglion is singular and ________________________ is plural.
18. (4.50) And ganglia are these ________________________ that are attached to the nerves. And they
contain the ___________________ of neurons.
19. (5:17) So they’re going to bring ________________ this way, and when they do that, we call those
________________________ neurons.
20. (5.59) But we usually start by dividing them into the __________________ nerves which are nerves
that exit the skull or the ______________________.
21. (6.41) We can see that the spinal nerves actually ___________ from these two parts, which are called
spinal ________________ ________________________.
22. (7.21) Now as any of these nerves travel from their _________________ origin.
23. (7.30) The word _______________, just meaning far away from the center of the body.
Answer Key 1.Structural / 2.nervous - peripheral / 3.brain / 4.spinal cord / 5.tube-like / 6.cerebrum -
brain / 7.cerebral – cerebral / 8.hooks - brain stem / 9.pons / 10.medulla / 11.cerebellum / 12.embryo /
13.forebrain / 14.rhombencephalon / 15.peripheral – nerves / 16.axons – neurons / 17.ganglia / 18.lumps -
somas / 19.information – afferent/ 20.cranial – cranium / 21.form - nerve roots / 22.proximal / 23.distal
47
Answer True/False/Not applicable
1- ________________: The brain stem is divided into pons, the midbrain and the left hemisphere.
2- ________________: Nerves are a structure of the peripheral nervous system.
3- ________________: Ganglia contain somas of neutron.
4- ________________: There are thirty-one pairs of cranial nerves.
5- ________________: The human body contains roughly 37 thousand microscopic nerves.
Answer Key
1. False
2. True
3. True
4. False
5. Not applicable
Answer the following questions

1- What is the main idea of the listening video?
______________________________________________________________________________
_____________________________________________________________________________________
______________________________________
2- What’s the biggest part of the brain called?
______________________________________________________________________________
_____________________________________________________________________________________
____________________________________
3- What connects the cerebrum to the spinal cord?
______________________________________________________________________________
_____________________________________________________________________________________
____________________________________
4- What is the other name for the rhombencephalon?
______________________________________________________________________________
_____________________________________________________________________________________
____________________________________
5- What does proximal mean according to the listening video?
______________________________________________________________________________
_____________________________________________________________________________________
____________________________________
48
Instructions:
Content
❏ Main idea
❏ Key concepts
❏ Accurate
❏ Relevant
❏ Organized
Language Use
Vocabulary that:
Presentation
Voice that:
❏ Flows
49
ESP Video Reflection: The Endocrine System
Use the link to complete the Flipped-Classroom Activity.
https://forms.gle/Kt8S8Bj3z35fS4gB8 activity online!
Intro to the endocrine system | Health & Medicine | https://www.youtube.com/watch?v=f_Z1zsR9lFM

Khan Academy
Keywords:
Act on Filter Per se
ACTH FSH Pituitary
Adjacent gland Prolactin
Adrenal androgens Glucagon Rapid
Adrenal cortex Glucose Receptors
Aldosterone Gonadal steroids Regulate
Anterior Heart rate renal
Appetite Hormone serve
Arouse Hormone Sophisticated
Autocrine Hyperthyroidism Sperm
Bloodstream Hypothyroidism Stimulate
Bone Increase Surface
Brain Innervate Synthesis
Cell Insulin Tend to
Chemical Interchange Testosterone
Child delivering Inverse Tests
Circulation Islets of Langerhans Thermogenesis
Communicators kidney Thermostat
Communicators Lactation Thyroid
Contract a muscle Loop Thyroxine
Cortisol Loss Triiodothyronine
Critical Luteinizing (LH) TSH
Decrease Maintain Upregulate
Derive Mass unit Vital
Derive from Messenger Vinous
Diabetes Metabolism well-being
Downregulate Mineralocorticoids Widespread
Drainage Molecules
Endocrine Organ
Endocrinology Ovaries
Estradiol Pancreas
Excess Paracrine
50
Gap Fill Activity
1. (00:13) The study of hormones is called ______________________ .
2. (00:21) Hormones are ________________________ messengers.
3. (01:04) They go into the ___________________, which is like the
________________.
4. (01:38) ___________________ is a unit used to measure molecules mass
5. (01:47) Anything that has a _____________________________ is considered a
hormone.
6. (02:01) ___________________ hormones work at a far distance.
7. (02:26) ____________________ hormones are made at one cell and work on the same
cell or the cell next to it.
8. (03:56) The ______________ gland is at the base of the brain.
9. (04:21) TSH acts on the ___________________ gland, where there are high
________________ for it on the cells surface of the gland.
10. (04:40) T3 and T4 regulate the ___________________, ________________ ,
_______________________ and ________________________ .
11. Someone with ___________________ would have high metabolism.
12. (05:29) The master gland works like a _____________________, it can sense the
level of TSH.
13. (05:35) When the levels of thyroid hormone are right and not too high, the gland will
________________ the amount of TSH, and when the levels are too high, it’ll
_________________ TSH to try to _______________ the gland to make more.
51
14. (05:57) ACTH acts on the ______________________________.
15. (06:45) The adrenal glands make adrenal hormones like ________________, which
regulates ________________________________ and is important to maintaining blood
pressure.
16. (06:56) ___________________ which is important for regulating salt and water.
17. (07:32) LH and FSH act on the ___________________, so on the male they’ll act on
the ___________________ and in female on ___________________.
18. (07:55-08:14) HGH and Prolactin are derived from the ________________________.
19. (08:08) HGH stands for _____________________________________.
20. (08:14) Prolactin is important in women for ______________________.
21. (08:59) The absence of insulin can produce symptoms of _____________________.
22. (09: 16) They all have a lot ______________________________ from them, so when
they make the hormone it gets into the bloodstream directly.
Answer Key
1. Endocrinology / 2. chemical / 3.bloodstream / airwaves / 4.Dalton / 5.signaling
function / 6.endocrine / 7.autocrine / 8.pituitary / 9.thyroid / 10.metabolism/ appetite
/thermogenesis / muscle function / 11.hyperthyroidism / 12.thermostat / 13.decrease /
increase / stimulate / 14.adrenal cortex / 15.cortisol / glucose metabolism /
16. aldosterone / 17. gonads / testes / ovaries / 18. anterior pituitary /19. Human growth
hormones / 20. lactation / 21. diabetes / 22. venous drainage
52
1. _______Hormones in Greek indicates evoking an activity and giving function to an organ and
they are complex communicators.
2. _______ Hormones are directly connected to the organ mechanically.
3. _______ The endocrine hormones are more common in the bloodstream.
4. _______ The paracrine function of hormones was the first to be discovered.
5. _______ The adrenal gland and its layers are related to the kidney, because they are adjacent
to it.
6. ______The islands of the islets and Langerhans are small islands at the middle of the pancreas.
7. ______ Insulin and glucagon hormones come from the pancreas.
8. ______Growth hormones are important for the perfect growth of long bones.
Answer Key
1.True 2. False 3. Not Applicable 4. False 5. False 6. Not applicable 7. True 8.True
_____________________________________________________________________________.
2. What is the difference between hormones and nerves?
_____________________________________________________________________________.
3. What are the three subcategories of the hormones?
_____________________________________________________________________________.
4. How do the autocrine hormones work in the human body?
_____________________________________________________________________________.
5. Name three hormones that are made by the pituitary gland.
_____________________________________________________________________________.
6. Mention three main symptoms of having hypothyroidism.
____________________________________________________________________________.
7. Name three hormones that are made by the adrenal cortex?

____________________________________________________________________________.
53
ESP Video Reflection: The Placebo Effect
https://forms.gle/cMsz3dyqNTkbu2TG6 the Flipped Classroom
activity online!

The power of the placebo effect - https://www.youtube.com/watch?v=z03FQGlGgo0&t=194s
Emma Bryce
Keywords:
Adrenaline Evaluate Merely

Ailment Except Mimic
Alternative Exert Miraculously
Asthma Expectation Motivated
Benefit Factor Mystery
Bias Fake Pain reduction
Bizarre Falsely Painful
Capable Harmful Painkiller
celebrate Heart rate Patient
Clamp Hit Phenomenon
Clinical trials Hurt Pill
Cloud Index finger Placating
Common Influence Placebo
Concerns Injection Proper
Concoction Investigate Release
Condition Marvel Relief
Confused Measurable Remain
Cure (v) Therapies Report (v)
Discomfort Treated Serious
Drug Treatments Sham surgery
Dud Untouched Squeeze
Dummy Volunteer Strange
Dup Wield Subject
Effect Surgery
Effect Symptom
Endorphin
Ethical
54
1. (00:06) In 1996, 56 _____________ took part in a study to test a new _____________
called Trivaricaine.
2. (00:21) Both fingers were squeezed in painful _____________.
3. (01:19) Placebos had to _____________ the real treatments.
4. (01:49) Since patients wouldn't know whether they'd received the ___________ thing
or a ______________, the results wouldn't be __________________, researchers
believed.
5. (02:03) Nowadays, it's ________________ common to use placebos this way because
of ___________concerns.
6. (2:35) Placebos _____________ their own influence.
7. (03:14) Placebos seem to be capable of causing measurable change in blood______________,
heart ______________and the release of ________________ chemicals like ___________ .
8. (03:28) Placebos may even reduce levels of _______________ hormones,

like________________, which can slow the harmful effects of an____________________.
9. (03:35) So shouldn't we_______________ the placebo's____________ benefits?
10. (03:53) Placebos also______________ clinical results, making scientists even more motivated
to discover how they ______________such power over us.
Answer Key
1. volunteers / painkiller / 2. clamps / 3. mimic / 4. Real / dud / biased / 5.less / ethical
/ 6. exert / 7. pressure / rate / pain-reducing / endorphins / 8. stress / adrenaline /
ailment / 9.celebrate / bizarre / 10.cloud / wield
Write True, False or Not Applicable.
1. _______ The subjects reported that the finger covered with Trivaricaine hurt more than the
other finger.
2. _______ Trivaricaine was an effective painkiller with pain-easing properties.
3. _______ A placebo might have a fake effect on people. However, it makes people feel better.
4. _______ deceiving people using placebo helped researchers in clinical trials.
5._______ Placebo can balance the level of insulin for patients of diabetes.
6. ______ Researchers believe that it is better to give a placebo than to administer a new drug.
Answer Key
1.False 2. False 3.True 4. True 5. Not applicable 6. False
55

_____________________________________________________________________________.
2. What was Trivaricaine?

_____________________________________________________________________________.
3. Why did the doctors use the term placebo with their patients?
_____________________________________________________________________________.
4. Mention three cases where doctors administered placebos.
_____________________________________________________________________________.
5. Name three types of placebos were used with patients?
_____________________________________________________________________________.
6. How can doctors precisely compare the effects between new and alternative drug?
_____________________________________________________________________________ .
7. What are the other factors researchers believe have caused patients’ conditions who took a
placebo to improve?
______________________________________________________________________________
________________________________________________________.
56
Instructions:
Content
❏ Main idea
❏ Key concepts
❏ Accurate
❏ Relevant
❏ Organized
Language Use
Vocabulary that:
Presentation
Voice that:
❏ Flows
57
Speaking: Taking a Patient’s History
Tips When Taking Your Patient’s History
Often, the diagnosis of a patient’s health condition or disease may be helped by knowing a
little more about his or her life choices, general quality of life, or family history with disease.
Health-care professionals can attain this important information by asking their patients questions
when they come in for a checkup or health complaint. However, the first step is to make your
patients feel safe and secure in their relation with you as their health-care provider. Health
professionals start by asking their patients simple questions before moving on to direct questions
about the current ailment. Showing empathy with your patients through active listening and
displaying a genuine concern for their health and wellbeing is important. Doing so, health
professionals reach a point where the patient is comfortable enough to give them all the details.
It is important to include open-ended questions as well as short-answer questions in relation
to the patient’s details, chief complaint, and family members’ health history with similar conditions
or diseases. Be sure to ask your patient questions that relate to other aspects of their health, which
may not seem directly related, but could be an important factor in a more accurate diagnosis. As
is commonly known, human biological systems work together in keeping humans safe. An acute
condition clearly diagnosed today could be due to a chronic condition not as evidently observed.
Finally, asking your patients about what tests they may have taken in previous visits to
medical facilities, as well as previous diagnosis and medications, is very important. Knowing a
patient’s full medical history will help you, the health professional, avoid unnecessary drug
prescriptions and medically invasive procedures.
58
Patient History Roleplay
Instructions for Ready Role-play:
 In pairs, use the model scenario provided below to role-play taking a patient’s history.
 Ask all relevant questions to elicit the information in the example scenario.
 Make sure you mention at least two biological systems in your questions.
 Review the roleplay.
Did your partner ask all the right questions? What other questions could your partner
have asked?
Example Scenario:
Patient’s Details
Patient’s Name Aisha Wahab
Patient’s Age 23
Chief Complaint
Patient’s Chief Complaint Pain in the ear
Details on the Chief Complaint The left ear
Review of Systems
Review of Systems (2 systems, 1 of them related to the complaint)
Patient’s Family/Social History
Patient’s Job Teacher
Marital Status Married
Pregnancy Yes
Details I’m in my 3rd month.
Breastfeeding No
Allergies to Food I can’t eat peanuts.
Allergies to Medication None that I know of.
Current Medication being Taken None, but I do take vitamins.
Details Vitamins B and C
Family Members with Disease My mother had breast cancer.
Instructions for Further Practice:

 Fill out the empty patient case history scenario templates provided on the next page with
new information.
 Use the completed scenarios to role-play with your peers to gain further practice in taking
a patient’s history.
 Ask all relevant questions to elicit the information in the completed patient case-history
scenario.
 Make sure you mention at least two biological systems in your questions.
 Review the roleplay.
Did your partner ask all the right questions? What other questions could your partner
have asked? What questions might differ depending on the sex of the patient?
59
Patient History Scenario Cutout Student Name:
Fill the following two scenario tables Student ID Number:

with information to use in role-play:
Patient’s Details
Patient’s Name
Patient’s Age
Chief Complaint
Patient’s Chief Complaint
Details on the Chief Complaint
Review of Systems
Review of Chief System
Review of 2nd System
Patient’s Family/Social History
Patient’s Job
Marital Status
Pregnancy
Details
Breastfeeding
Allergies to Food
Allergies to Medication
Current Medication being Taken
Details
Family Members with Disease
Patient’s Details
Patient’s Name
Patient’s Age
Chief Complaint
Patient’s Chief Complaint
Details on the Chief Complaint
Review of Systems
Review of Chief System
Review of 2nd System
Patient’s Family/Social history
Patient’s Job
Marital Status
Pregnancy
Details
Breastfeeding
Allergies to Food
Allergies to Medication
Current Medication being Taken
Details
Family Members with Disease
60
Speaking Task: Taking a Patient’s History
Instructions
 Your role-play as a doctor taking a patient’s history will be assessed.
 Ask the relevant questions to elicit your patient’s history.
 Remember, the patient role-played could be male or female.
 Make sure you mention at least two systems.
Speaking Evaluation Rubric for Patient History Task

 The right follow-up questions were asked
 At least two systems were mentioned
 All relevant questions were asked
 Gerunds were used correctly
 All relevant questions were asked
 Most relevant questions were asked
 Student used a wide range of vocabulary but with errors
 Some relevant questions were asked
 Student used some keywords but with errors
 The follow-up questions asked were weak
 Gerunds were used with errors
61
Speaking Evaluation Rubric for Patient History Task
(continued)
 Student used a few keywords but with errors
 The follow-up questions asked were weak
 Only one of the two systems was mentioned
 Not all relevant questions were asked
 Gerunds were used incorrectly
 Student didn’t use any keywords
 Unrelated follow-up questions
 Only one of the two systems was mentioned
 Gerunds were used incorrectly
 Student didn’t use any keywords
 No follow-up questions
 Neither of the two systems was mentioned
 Gerunds were not used
 Too many long pauses.
 No response
62
Writing: Narrative Essay
For this module, you will write a Narrative Essay. It is important to approach writing
as a process. To this end, make sure you complete all the writing sections in this module.
Finally, refer to the ‘Writing Rubric’ section to ensure that you have covered all the key
elements for Module 2’s writing skill.
Brainstorming
Use the space provided here to brainstorm and generate ideas for your Narrative Essay writing
task.
63
Outlining
Reference the Brainstorming activity to organize your thoughts into a clear outline before
you start writing your first draft of the Narrative Essay.
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Narrative Essay Writing Cutout Student Name:
Student ID Number:
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Narrative Essay Writing Cutout Student Name:
(continued)
Student ID Number:
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66
Narrative Essay Evaluation Forms Cutout
Student Name:
Student ID Number:

Student Self-
Does not meet

Evaluation
many changes changes to few changes Is adequate

minimum skill
of Draft
to meet skill meet skill to meet skill as a draft

objectives

Student Draft
Evaluation of

many changes changes to few changes
Instructor

to meet skill meet skill to meet skill
objectives
67
Writing Task Rubric
Instructions:
 The writing should be at a B2 CEFR standard.
Writing Rubric: Narrative Essay

Grammar Mechanics
 Accurate use of tenses (simple or  Punctuation
complex grammatical forms)
 Capitalization
 Use of descriptive adjectives and
synonyms  Spelling (especially commonly
known words, or target vocabulary
 Complete sentences to convey the from the textbook)
meaning (SVO/SVC) *
Lexis Style
 Using a wide range of vocabulary  Clear introductory paragraph which
and lexis (B2 Level) gives the necessary background
information
 A thesis statement
 Distinct paragraphs
 At least two body paragraphs
 Details and examples in each

paragraph within the body of the
essay
 A topic sentence and supporting details (reasons, examples and definition) for
each paragraph
 A conclusion which restates the main idea and brings the essay to a closure
* The verb required to convey the main message of the sentence.

68

Companion
Level 1
MODULE 3
69
Quill Reflections
Week 11
Flipped
Unit 7: Classroom
Unit 7 & Activity 8
Selected iQ
PDF &
Activities
Worksheets Reflection 7:
& Quill
completion The Circulatory
Package 8
System
Week 12
Flipped
Unit 8 up to Classroom
& including Glossary & Activity 9 Project Speaking:
Quill
reading 2 & Index Skills 3 & Milestones Suggesting
Module 3
Package 9
PDF Reflection 8: 3 Solutions
Worksheets Intensive Care
Unit Writing:
Week 13 Argumentative
Reflection 9: Essay (Unit 8)
Unit 8: Prescription
Unit 8 &
Selected iQ Drugs Side-
PDF
Activities Effects
Worksheets
& Quill
completion
Package 10
Week 14
Unit 7 – 8
Review
Module 3 Due Dates - End of Week 14
Module 3 Final Exam – Week 15
70
Glossary & Index Skills 3
https://forms.gle/Xepx1oYcfAeN3BMK7

Short Answer Stems:
1. What is the definition of the word Morbidity? This is the online activity
students will complete on
Google Forms. To be used as
2. What pages have more information on Superbug? a reference to identify the
required skills for this
3. What is the definition of the word Plague? activity. These specific
words should not be covered
4. What pages have more information on tRNA? in class.
5. What is the definition of the word Tubercle?
71
Recorded Rehearsal
1. Self-record yourself with the draft presentation in background.
2. Post your rehearsal to your instructor.

You’re Almost
Done with
Your Project!
Final In-class Rehearsal
1. Set a time with your instructor to present to your class.

2. Time yourself.
Presentation on your “English Open Day”
 Join your class in presenting to others!

72
ESP Video Reflection: The Circulatory System
Use the link to complete the Flipped-Classroom Activity. Don’t forget to complete
https://forms.gle/GZhDwfTiibZU56Tw9
activity online!
Video reflection
Video Title Link
The Circulatory System https://www.youtube.com/watch?v=CWFyxn0qDEU
Keywords:
beats heart pulmonary arteries
blood vessels heartbeat pumps
Blue Blood impulses refresh
capillaries left atrium relax
cardiovascular lungs relaxes
chest muscular organ rhythm
continuous exchange network right atrium
contracts nourished systole
coordinated Oxygen poor tissues
diastole oxygen-rich valves
electrical wiring ventricle
ventricle
Gap Fill Activity

Complete the gap fill activity as you listen to the video:
1. (00:00) “Your heart is a pump it's a __________ __________ about the size of your fist and
is located slightly left of center in your chest.”
2. (00:07) “Your heart is divided into the right and left side. The division protects oxygen-rich
blood from mixing with oxygen-poor blood.”
3. (00:18) “Together your heart and blood vessels comprise your _______________ system
which circulates blood and oxygen around your body.”
4. (00:25) “In fact your heart pumps about five quarts of blood every minute and it beats about
100,000 times in one day. That's about 35 million times in a year.”
5. (00:37) “Oxygen ________ blood, Blue Blood, returns to the heart after circulating through
your body.”
73
6. (00:42) “The right side of the heart, composed of the right atrium and __________, collects
and pumps the blood to the ________ through the pulmonary arteries.”
7. (00:50) “The lungs __________ the blood with a new supply of oxygen making it turn red.”
8. (00:55) “Oxygen-rich blood red blood then enters the left side of the heart composed of the
left atrium and ventricle and is pumped through the aorta to the body to supply _________ with
oxygen.”
9. (01:08) “Four __________ within your heart keep your blood moving the right way.”
10. (01:23) “Each valve opens and closes once per __________, or about once every second.”
11. (01:31) “A beating heart contracts and _____________. Contraction is called systole, and
relaxing is called _________________.”
12. (01:51) “The right ventricle contracts a little bit before the left ventricle does your ventricles
then ___________ during diastole and are filled with blood.”
13. (02:09) “Your heart is nourished by blood to blood vessels called coronary arteries extend
over the surface of your heart and branch into smaller _______________”
14. (02:20) “Here, you can see just the ____________ of blood vessels that feed your heart with
oxygen-rich blood.”
15. (02:28) “Your heart also has electrical wiring which keeps it beating electrical ___________
begin high in the right atrium and travel through specialized pathways to the ventricles delivering
the signal to pump.”
16. (02:41) “The conduction system keeps your heart beating in a coordinated and normal
______________ which in turn keeps blood circulating. The continuous exchange of oxygen-
rich blood with oxygen-poor blood is what keeps you alive.”
Answer Key:
1
. heart/ muscular organ /chest. 12. relax
2. oxygen-rich 13. nourished / capillaries
3. blood vessels / cardiovascular 14. network
4. pumps / beats 15. electrical wiring / impulses
5. Oxygen poor / Blue Blood 16. coordinated / rhythm / continuous
6. right atrium / ventricle / lungs / exchange
pulmonary arteries
7. refresh
8. left atrium / ventricle / tissues
9. valves
10. heartbeat
11. contracts / relaxes / systole / diastole
74
Answer the following statements with (True/False/Not Applicable)
1. The heart is the most important organ in the body. ______
2. The left side of the heart sends blood to the lungs. _____
3. Oxygen depleted blood turns bright red. ______
4. We have four valves in our heart. _______
5. Our hearts create electric signals. _______
Answer Key:
1. NA
2. False
3. False
4. True
5. True
In a small group, create 5 true and false questions for another group in class to answer.
1.______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
1. Discuss with a friend. What is the main Idea of this listening video?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What do our heart and vessels mainly do?
_____________________________________________________________________________________
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_____________________________________________________________________________________
3. Why are the aortic valves similar to fence gates?
_____________________________________________________________________________________
_____________________________________________________________________________________
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4. What is ketchup being forced out of a bottle a good example of in relation to our hearts?
_____________________________________________________________________________________
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_____________________________________________________________________________________
5. What needs to happen for us to stay alive in relation to the listening video?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
76
Instructions:
Content
❏ Main idea
❏ Key concepts
❏ Accurate
❏ Relevant
❏ Organized
Language Use
Vocabulary that:
Presentation
Voice that:
❏ Flows
77
ESP Video Reflection: The Intensive Care Unit
Use the link to complete the Flipped-Classroom Activity. Don’t forget to complete
https://forms.gle/ft2PFu2Ko7ACuCSUA
activity online!
The Intensive Care Unit https://www.youtube.com/watch?v=5CC-9AFuX3U
Keywords
abnormal intensive
blood transfusion recover
bowl movement sedation
bump up shadow someone
catheter suction
comforting surgery
critical trace
enema training
hook up ventilator

1. (01:12) I …........... them …....... to the monitor
2. (01:18) We draw blood on them, put an IV to set IV access. So, we can give them …................
3. (01:25) We send the blood results to the lab and based on the results, if anything is
….........................., then we call the doctor.
4. (01:50) We might have to ….............. their oxygen.
5. (02:20) If the patient is on a breathing machine, we assist in doing …............... care.
6. (03:15) Sometimes we have to give ….................. if they are constipated.
7. (03:28) Another important part is ….............. charting.
8. (04:46) The requirements are …................... degree which is associate degree.
9. (05:17) Register your ….................... and renew it every two years.
78
10. (05:24) Most hospitals require you to do …................ class which they provide.
11. (05:44) For everybody you have to have your ….................. ….................. ….................
(BLS).
12. (07:50) Taking care of patients that are ….....................
13. (8:14) Some things you can do is you …................... someone in the field.
Answer Key
1. hook up 2. medication 3. abnormal 4. pump up 5. oral 6. enemas
7. computer 8. two-year 9. license 10. critical 11. basic life support
12. dying 13. shadow
True or False
1. They send the blood to the lab to get the results. _____
2. They do not closely monitor the things they are doing to them. _____
3. They clear their mouths and sometimes feed them themselves. _____
4. They need to be computer- oriented with the newest technology. _____
5. They spend only little time charting things on the computer. _____
Answer Key
1. True 2. False 3. Not applicable 4. Not applicable 5. false
1.______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
79
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What is the role of the ICU nurse?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What are some of the job requirements?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What are some of the best parts of the job?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. What are some of the worst parts of the job?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
80
Instructions:
Content
❏ Main idea
❏ Key concepts
❏ Accurate
❏ Relevant
❏ Organized
Language Use
Vocabulary that:
Presentation
Voice that:
❏ Flows
81
ESP Video Reflection: Prescription Drugs & Sid Effects
Use the link to complete the Flipped-Classroom Activity.
https://forms.gle/QRx5E3GYXg84RMHw9 activity online!
Prescription Drugs Side Effects https://www.youtube.com/watch?v=yCv5OIiAt7M
Keywords
Arguably Indigestion Sophisticated

Assume Intelligent Symptom
Allopathic Irritating Severe
Aggravating Liver Synthetic
Balance Metabolic Suppressing
Components Mechanism Solutions
Complex Neutralize Stress
Coexisted Pressure Tissue
Drug Philosophical Toxin
Detoxify Precise Trade-off
Environment Random Threatening
Health Reaction Urge
Holistic Receptors Versus
Homeostasis Re-establish
Harmful Side effects
Interfere Substrates
82
Gap Fill Activity
Fill in the blanks with the suitable word:
1. (00:32) “everything that you put into your body can either _________with the body's ___________or
support the body's function”
2. (00:42) “we have____________ with nature so we have gotten used to everything that nature makes it's
natural to us”
3. (00:54) “……they fit they become ___________of our________ they become
___________for our processes”
4.(1:18) “…they're foreign to the body they might fit certain ________but they're not a natural part”
5.(1:23 ) “…they're not normal parts of communication or_________pathways”
6.(1:52)”…. your body has developed something called ________that means balance so your body reacts
to its_________”
7.(2:32) “…if we get high plot blood ______or we get ________that's not a mistake the body is doing”
8. (3:06)”… these are the two basic __________differences between

an _________or medical viewpoint and a or natural viewpoint”
9.(3:41) “…there's something that's ________there's something that's_________”
10.(3:59) “…unpleasant ________a sign or a _________or something that really doesn't feel good”
11. (4:33)”… that's why the body has a liver that can ______that can clear the body of ______substances”
12. (4:58) “..the larger the burden on the ______so not only are you _________a symptom that is there for
a good reason”
13.(5:31) “….it's obviously worth it's a ________you get some _______you get some interference”
14.(5:43)”… when you're trying to _______balance when we're not talking about life __________things”
Answer key
1.interfere /function 2. coexisted 3. components / tissues / substrates 4. receptors 5. Metabolic 6.
homeostasis /environment 7. pressure /indigestion 8. philosophical/ allopathic 9. aggravating /irritating
10. reaction /symptom 11. detoxify / harmful 12. liver / suppressing 13. trade-off /stress 14. re-establish /
threatening
83
Choose the right answer: True (T) /False (F) /Not Applicable ( N.A)
1. ______ Hundreds of people are dying, and hundreds of millions are experiencing some sort of problem
from food toxin.
2. ______ The more drugs you have, the more burden you make on your liver.
3. ______ allopathic is a medical view point that assumes that the body is intelligent.
4. ______ The natural substances in your body is known as hemostats.
5. ______When you put unnatural synthetic substance in your body, something pushes out balance.
Answer key
1. N.A / 2. T / 3. F / 4. F / 5. T
1.______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
84
Answer the following questions:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Why drugs may not fit to our bodies?
_____________________________________________________________________________________
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_____________________________________________________________________________________
3. How does the holistic medical viewpoint differ from the allopathic medical viewpoint?
_____________________________________________________________________________________
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_____________________________________________________________________________________
4. Why does every drug have to go through the liver?

_____________________________________________________________________________________
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_____________________________________________________________________________________
5. When is it mostly preferable to use drugs?
_____________________________________________________________________________________
_____________________________________________________________________________________
85
Instructions:
Content
❏ Main idea
❏ Key concepts
❏ Accurate
❏ Relevant
❏ Organized
Language Use
Vocabulary that:
Presentation
Voice that:
❏ Flows
86
Speaking: Suggesting Solutions
Remember back to the last problem you encountered? How did you deal with the situation? Would
you do anything differently were it to happen again? Although we might not realize it, problem-solving and
decision-making are critical elements of our day-to-day activities. So, how do we know whether our
techniques are effective?
The most common mistake in problem-solving is trying to find a solution right away. That's a
mistake because it tries to put the solution at the beginning of the process, when what we need is for it to
be at the end. Once you have identified the problem, your default action should be to invest some time in
brainstorming ideas. This is usually the stage where creative ideas are born. With the list of possible
solutions, you can now begin evaluating each option by analyzing its benefits and drawbacks. Only through
this evaluation process can you determine the best alternative through prioritization.
As medical students, medical dilemmas are rife in your future professions, making problem-solving
and decision-making skills that much more important in your careers. To conclude, every problem presents
us with an opportunity to learn, be creative, evaluate alternatives and from it, derive a practical solution.
87
Instructions
 You will be given a national or international problem/challenge. Define and suggest
solutions.
 You have two minutes to organize your thoughts on the topic.
 You may use a notes page.
 You are expected to speak on the topic for two minutes.
 Start by introducing yourself: name, college and ID number.
 You may glance at your notes while you speak, but do not merely read off your paper.
Example Speaking Topics

1. Improve Your English Language Skills
2. Eat Healthy Food
3. Win a University Grant (Scholarship)
Speaking Evaluation Rubric for Suggesting Solutions Task

 The response included clear ideas and all were coherent
 Modal verbs (should/must/could) were used correctly
 The response included clear ideas and most were coherent
 Grammatical errors were few in number
 Student spoke at a natural pace with some repetition or hesitation
 Student used some key vocabulary correctly
 Modal verbs (should/must/could) were used, but with mistakes
 The response included ideas but some were not coherent
88
Speaking Evaluation Rubric for Suggesting Solutions Task
(continued)
 The response included many ideas that were not coherent
 Student used only a few keywords and with mistakes
 All the ideas were not coherent
 Student used none of the keywords
 All the ideas were not coherent
 Student used none of the keywords
 No modal verbs (should/must/could) were used
 Too many long pauses
 No response
89
Writing: Argumentative Essay
For this module, you will write an Argumentative Essay. It is important to approach
writing as a process. To this end, make sure you complete all the writing sections in this module.
Finally, refer to the ‘Writing Rubric’ section to ensure that you have covered all the key elements
for Module 3’s writing skill.
Brainstorming
Use the space provided here to brainstorm and generate ideas for your Argumentative Essay
writing task.
90
Outlining
Reference the Brainstorming activity to organize your thoughts into a clear outline before
you start writing your first draft of the Argumentative Essay.
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Argumentative Essay Writing Cutout Student Name:
Student ID Number:
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92
Argumentative Essay Writing Cutout Student Name:
(continued)
Student ID Number:
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93
Argumentative Essay Evaluation Forms Cutout
Student Name:
Student ID Number:

Student Self-
Requires Requires Requires

Evaluation
Does not meet

many changes some changes few changes Is adequate
minimum skill
of Draft
to meet skill to meet skill to meet skill as a draft

objectives

Student Draft
Evaluation of
Requires Requires Requires

many changes some changes few changes
Instructor

to meet skill to meet skill to meet skill
objectives
94
Writing Task Rubric
Instructions:
 The writing should be at a B2 CEFR standard.
Writing Rubric: Argumentative Essay

Grammar Mechanics
 Accurate use of tenses (simple or  Punctuation
complex grammatical forms)
 Capitalization
 Use of conjunctions (e.g., because;
however; so…)  Spelling (especially commonly
known words, or target vocabulary
 Complete sentences to convey the from the textbook)
meaning (SVO/SVC).
Lexis Style
 Using a wide range of vocabulary  Clear introductory paragraph which
and lexis (B2 Level) gives the necessary background and
a counterargument
 A thesis statement
 An appropriate number of
paragraphs
 Each body paragraph includes

details and examples
 Format (e.g., one paragraph for

comparing and another for
contrasting, or one paragraph for
each item discussed)
 A topic sentence and supporting details (reasons, examples and definition)
 A conclusion which restates the position/opinion and summarizes the reasons for
the writer’s position/opinion.
95
Appendix
96
List of Conjunctions by Use
Conjunctions aid you in conveying complex, detailed ideas in both speaking and writing.
Their incorporation into your lexicon raises the quality of your language production. At home,
use these conjunctions when you practice writing sentences, paragraphs, and essays.
Time Place
 At last  In front of
 Currently  In the back
 Eventually  Nearby
 Finally  Next to
 Immediately  On the other side
 In the meantime  Opposite to
 In the past
 Meanwhile
 Presently
 Subsequently
Addition Example
 Additionally  For example
 Also  In particular
 Finally, Last  Specifically
 First, Second  Such as
 In addition  That is
 Moreover
Comparison Contrast
 As with  Alternatively
 Comparable  However
 Equally  Instead
 In the same way  Nevertheless
 Likewise  Nonetheless
 Similarly  Notwithstanding
 On the contrary
 On the other hand
 Otherwise
Result Summary
 Consequently  In brief
 Hence  In general
 In consequence  In other words
 Therefore  In short
 Thus  In summary
The original material obtained from:
97
http://www.really-learn-english.com/english-grammar-tenses.html before being altered for use in
these tasks.
Capital Letters
Correct the sentences of the story below by capitalizing the words that are missing
capitalization in order to complete the task.
Story 1
hank is a cowboy. he lives on a farm. he has a horse named ginger. hank loves ginger. he rides
ginger every day. sometimes, they walk slowly, and sometimes they run fast. they always have a
good time. They live in san antonio, texas, the usa. the street they live on is called night view
street.
ginger is hank’s horse. she is light brown. her tail and mane are dark brown. she is three years
old. she lives in the stable by the house.
ginger waits for hank every morning. she enjoys their time together. often, hank gives her apples.
after long rides, hank always washes and brushes ginger. he usually brushes her tail. then he
gives her food and fresh water. ginger loves hank.
Answer Key
Story 1
Hank is a cowboy. He lives on a farm. He has a horse named Ginger. Hank loves Ginger. He
rides Ginger every day. Sometimes, they walk slowly, and sometimes they run fast. They always
have a good time. They live in San Antonio, Texas, the USA. The street they live on is called
Night View Street.
Ginger is hank's horse. She is light brown. Her tail and mane are dark brown. She is three years
old. She lives in the stable by the house.
Ginger waits for Hank every morning. She enjoys their time together. Often, Hank gives her
apples. After long rides, Hank always washes and brushes Ginger. He usually brushes her tail.
Then he gives her food and fresh water. Ginger loves Hank.
98

these tasks.
Correct the sentences of the story below by capitalizing the words that are missing
capitalization in order to complete the task.
Story 2
robert hughes lives in atlanta, georgia. he lives with his wife patricia. they live with their
two children sam and lana. robert loves his family.
robert works as a police officer in atlanta. he likes his job. he is a good police officer. robert is a
police officer because he likes to help people.
robert protects the citizens of atlanta. he solves crimes and catches criminals. he keeps the
citizens safe.
sometimes he visits the schools. he talks to students. the students like robert. people think
officer robert hughes is a hero in atlanta.
Answer Key
Story 2
Robert Hughes lives in Atlanta, Georgia. He lives with his wife Patricia. They live with
their two children Sam and Lana. Robert loves his family.
Robert works as a police officer in Atlanta. He likes his job. He is a good police officer. Robert
is a police officer because he likes to help people.
Robert protects the citizens of Atlanta. He solves crimes and catches criminals. He keeps the
citizens safe.
Sometimes he visits the schools. He talks to students. The students like Robert. People
think Officer Robert Hughes is a hero in Atlanta.
99

these tasks.
Simple Present Verbs, Subject-verb Agreement

Correct the sentences of the story below by changing the verbs to fit the simple present.
Hank are a cowboy. He live on a farm. He have a horse named Ginger. Hank love Ginger. He
ride Ginger every day. Sometimes they walks slowly, and sometimes they runs fast. They always
has a good time.
Ginger am Hank's horse. She are light brown. Her tail and mane is dark brown. She are three
years old. She live in the stable by the house.
Ginger wait for Hank every morning. She enjoy their time together. Often, Hank give her apples.
After long rides, Hank always wash and brush Ginger. He usually brush her tail. Then he give
her food and fresh water. Ginger love Hank.
Answer Key
Simple Present Verbs, Subject-verb Agreement
Hank is a cowboy. He lives on a farm. He has a horse named Ginger. Hank loves Ginger. He
rides Ginger every day. Sometimes they walk slowly, and sometimes they run fast. They always
have a good time.
Ginger is Hank's horse. She is light brown. Her tail and mane are dark brown. She is three years
old. She lives in the stable by the house.
Ginger waits for Hank every morning. She enjoys their time together. Often, Hank gives her
apples. After long rides, Hank always washes and brushes Ginger. He usually brushes her tail.
Then he gives her food and fresh water. Ginger loves Hank.
100
The original material obtained
from: http://www.really-learn-
english.com/english-grammar-
Simple Past
tenses.html before being altered for
I. Read the following short story. use in these tasks.
II. Circle the verb/s in each sentence. In pairs, do you know these verbs?
III. In pairs, find the infinitive form of the verb. Are the two forms different?
IV. Re-read the story. Write five ‘True’ and ‘False’ questions about it.
V. Give the story to the other team.
Last night I went to Nathan Phillips’ Square at City Hall in

Toronto. It was a beautiful summer evening. It was warm and
sunny. Lots of people were there because of the Pan Am games’
celebrations. I stood and watched the crowd. Many people sat by the
water. In the water, the ducks and geese swam around in circles.
Three children threw stones into the water. Some people talked with
friends or family. Lots of people took pictures. I took many pictures
too. An old couple asked me to take their picture. There was a stage
set up in the middle of the square. A group acted out Macbeth on the
stage. People stood by the stage. They watched the play and enjoyed
it. Others watched the performance on large video screens. The
children loved seeing the actors with their swords.
Everyone enjoyed the summer evening.
1.
2.
3.
4.
5.
101
I. Re-write the following paragraph in the simple past. use in these tasks.
II. Check your writing in pairs.
Every night I go to Nathan Phillips’ Square at City Hall in Toronto. It is a

beautiful summer evening. It is warm and sunny. Lots of people are there
because of the Pan Am games’ celebrations. I stand and watch the crowd.
Many people sit by the water. In the water, the ducks and geese swim
around in circles. Three children throw stones into the water. Some
people talk with friends or family. Lots of people take pictures. I take many
pictures too. An old couple ask me to take their picture. There is a stage
set up in the middle of the square. A group acts out Macbeth on the stage.
People stand by the stage. They watch the play and enjoy it. Others watch
the performance on large video screens. The children love seeing the
actors with their swords. Everyone enjoys the summer evening.
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102
I. Read the following short story. use in these tasks.
II. Circle the verb/s in each sentence. In pairs, do you know these verbs?
III. In pairs, find the infinitive form of the verb. Are the two forms different?
IV. Re-read the story. Write five ‘True’ and ‘False’ questions about it.
V. Give the story to the other team.
I have just had a terrible weekend! On Saturday I was so tired

that I slept all morning. When I woke up I had a headache, my
throat was sore, my nose ran, I coughed, and my body ached. My
mother took my temperature. I had a fever. My mother made me
soup for lunch and I ate it in bed. I drank some juice. I tried to read
a book but I couldn’t keep my eyes open. I lay in bed and felt
miserable all afternoon. I got out of bed at dinner time. My
parents ordered pizza for dinner but I was unable to eat any of it.
I drank more juice! I felt a bit better after dinner so I stayed up.
I snuggled under a blanket on the couch and watched some TV with
my parents. I fell asleep in front of the TV. The next morning
I felt better.
1.
2.
3.
4.
5.
103
I. Re-write the following paragraph in the simple past. tenses.html before being altered for
II. Check your writing in pairs. use in these tasks.
I have terrible weekends! On Saturdays I am so tired that I sleep all

morning. When I wake up, I have a headache, my throat is sore, my nose
runs, I cough, and my body aches. My mother takes my temperature.
I have a fever. My mother makes me soup for lunch, and I eat it in bed.
I drink some juice. I try to read a book but I can’t keep my eyes open.
I lie in bed and feel miserable all afternoon. I get out of bed at dinner time.
My parents order pizza for dinner but I am unable to eat any of it.
I drink more juice! I feel a bit better after dinner, so I stay up. I snuggle
under a blanket on the couch and watch some TV with my parents.
I fall asleep in front of the TV. The next morning I feel better.
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104
First Person Pronouns
Myself = I
Jill, Jack, Martha and I = We
http://tell.cla.purdue.edu/JapanProj/FLClipart/Pronouns.html
105
Second Person Pronouns
The One I’m Speaking to (Single) = You
The One I’m Speaking to (Plural) = You
106
Third Person Pronouns (Humans)
Jack = He
Martha = She
Martha and Jack = They
107
Third Person Pronouns (Non-Humans)
The Bird = It
The Animals = They
The Book = It
The Books, Apple, Clock and Pencils = They
108
100 Common Nouns In English
https://www.espressoenglish.net/100-common-nouns-in-english/
Download 500+ English Phrases
1. time 27. question 53. head 77. parent

2. year 28. work 54. house 78. face
3. people 29. government 55. service 79. others
4. way 30. number 56. friend 80. level
5. day 31. night 57. father 81. office
6. man 32. point 58. power 82. door
7. thing 33. home 59. hour 83. health
8. woman 34. water 60. game 84. person
9. life 35. room 61. line 85. art
10. child 36. mother 62. end 86. war
11. world 37. area 63. member 87. history
12. school 38. money 64. law 88. party
13. state 39. story 65. car 89. result
14. family 40. fact 66. city 90. change
15. student 41. month 67. community 91. morning
16. group 42. lot 68. name 92. reason
17. country 43. right 93. research
18. problem 44. study 69. president 94. girl
19. hand 45. book 70. team 95. guy
20. part 46. eye 71. minute 96. moment
21. place 47. job 72. idea 97. air
22. case 48. word 73. kid 98. teacher
23. week 49. business 74. body 99. force
24. company 50. issue 75. information 100. education
25. system 51. side 76. back
26. program 52. kind
109
100 Common English Verbs
https://www.espressoenglish.net/100-most-common-english-verbs/
1. be 26. call 51. believe 76. allow
2. have 27. try 52. hold 77. add
3. do 28. ask 53. bring 78. spend
4. say 29. need 54. happen 79. grow
5. go 30. feel 55. must 80. open
6. can 31. become 56. write 81. walk
7. get 32. leave 57. provide 82. win
8. would 33. put 58. sit 83. offer
9. make 34. mean 59. stand 84. remember
10. know 35. keep 60. lose 85. love
11. will 36. let 61. pay 86. consider
12. think 37. begin 62. meet 87. appear
13. take 38. seem 63. include 88. buy
14. see 39. help 64. continue 89. wait
15. come 40. talk 65. set 90. serve
16. could 41. turn 66. learn 91. die
17. want 42. start 67. change 92. send
18. look 43. might 68. lead 93. expect
19. use 44. show 69. understand 94. build
20. find 45. hear 70. watch 95. stay
21. give 46. play 71. follow 96. fall
22. tell 47. run 72. stop 97. cut
23. work 48. move 73. create 98. reach
24. may 49. like 74. speak 99. kill
25. should 50. live 75. read 100. remain
110
100 Common Adjectives In English
https://www.espressoenglish.net/100-common-adjectives-in-english/
1. other 27. sure 53. open 79. left
2. new 28. low 54. red 80. physical
3. good 29. early 55. difficult 81. general
4. high 30. able 56. available 82. environment
5. old 31. human 57. likely al
6. great 32. local 58. short 83. financial
7. big 33. late 59. single 84. blue
8. American 34. hard 60. medical 85. democratic
9. small 35. major 61. current 86. dark
10. large 36. better 62. wrong 87. various
11. national 37. economic 63. private 88. entire
12. young 38. strong 64. past 89. close
13. different 39. possible 65. foreign 90. legal
14. black 40. whole 66. fine 91. religious
15. long 41. free 67. common 92. cold
16. little 42. military 68. poor 93. final
17. important 43. true 69. natural 94. main
18. political 44. federal 70. significant 95. green
19. bad 45. international 71. similar 96. nice
20. white 46. full 72. hot 97. huge
21. real 47. special 73. dead 98. popular
22. best 48. easy 74. central 99. traditional
23. right 49. clear 75. happy 100. cultural
24. social 50. recent 76. serious
25. only 51. certain 77. ready
26. public 52. personal 78. simple
111
100 Common English Adverbs
https://www.espressoenglish.net/100-common-english-adverbs/
1. up 26. on 51. around 76. no
2. so 27. why 52. already 77. recently
3. out 28. about 53. enough 78. before
4. just 29. over 54. both 79. usually
5. now 30. again 55. maybe 80. thus
6. how 31. where 56. actually 81. exactly
7. then 32. right 57. probably 82. hard
8. more 33. off 58. home 83. particularly
9. also 34. always 59. of course 84. pretty
10. here 35. today 60. perhaps 85. forward
11. well 36. all 61. little 86. ok
12. only 37. far 62. else 87. clearly
13. very 38. long 63. sometimes 88. indeed
14. even 39. away 64. finally 89. rather
15. back 40. yet 65. less 90. that
16. there 41. often 66. better 91. tonight
17. down 42. ever 67. early 92. close
18. still 43. however 68. especially 93. suddenly
19. in 44. almost 69. either 94. best
20. as 45. later 70. quite 95. instead
21. to 46. much 71. simply 96. ahead
22. when 47. once 72. nearly 97. fast
23. never 48. least 73. soon 98. alone
24. really 49. ago 74. certainly 99. eventually
25. most 50. together 75. quickly 100. directly
112
Medical English Skills Companion
EMD001
Start of the
Glossary and Index
Sample Pages
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EMD001 - Medical Companion

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MEDICAL ENGLISH SKILLS

INSTITUTE OF LANGUAGES (IL)

Medical English Skills

Term: Level 1 Course credit hours: 5

EMD001 is an English as a Foreign Language (EFL) B1 CEFR level course especially

Required Textbook and Materials

Course Grade Distribution

Summative Assessment (70%) Alternative Assessment (30%)

 Module 2 Exam  Video Reflections

 Glossary and Index Skills

 Module 3 Exam  Project and Portfolio

Identify medical ESP lexicon using an authentic index.

Identify detailed information in graded reading using scanning techniques.

Compose a narrative essay at a B1 CEFR level.

Compose an argumentative essay at a B1 CEFR level.

Apply B1 syntax in the production of written and spoken language.

Apply wh- and follow-up spoken questions to take a patient’s history.

Produce B1 spoken language to describe how goals are achieved.

Produce B1 spoken language to suggested solutions for stated problems.

Create keynote speaking cue cards for project presentation.

Design a project medium for the presentation incorporating ESP keywords.

Present a personalized culturally appropriate project using spoken language.

Blended Learning Program (EMD001)

PDF Activities &

Module 3 Due Dates - End of Week 14

Module 3 Final Exam – Week 15

Glossary and Index Skills

Listening Video Reflections

1. Complete in-class activities with the instructor.

Blended Learning Projects

1. Brainstorm for the project title

1. Introduce the speaking task at the start of the module

Targeted Writing Component

1. Apply the writing process when practicing writing skills

Medical English Skills

PDF Activities &

A glossary gives you

Instructions for students:

Short Answer Stems:

4. What pages have more information on Diabetes?

5. What is the definition of the word Infectious disease?

 Choose a topic related to your specialization for a project.

Brainstorming Project Ideas

Selection of the Project Title

Sources for Your Project

 When choosing a website, a .gov or .org ending is preferred.

Remember to refer back to the

Video Title Link

How your muscular system works- https://www.youtube.com/watch?v=VVL-

accumulate generate react

9. 01:50 This complementary partnership exists throughout the muscular system.

10. 01:53 The third type of contraction creates a ______________ force.

Use the link to complete the Flipped-Classroom Activity:

Video Title Video Link

A bit Dominance Placenta

cells that protect against __________________.

2. (00:47) WBC serve as identifying ___________________.

4. (01:33) The A and B alleles are both _________________, while O is _______________.

5. (02:23) Blood types matter for blood ________________________.

4. (01:33) The A and B alleles are both ___, while O is _.

_will reject the foreign antigens and _them, potentially

8. (03:22) Rh+ or Rh- refers to the __________or _ of the ____

may cross the_____, and attack the _, a condition known as

4. (01:50) In the esophagus, we just _____ our _.

7. (04:14) The large intestine absorbs , or _ or

_______ and the .