Lisa Markowski Lisa Markowski

Eng for Med. Unit 1 What is Medicine? 1.1
B2 level


1.1 Vocabulary This introductory unit explores what we understand by the term medicine. Students listen to an extract from a lecture which describes different branches of medical studies such as anatomy and pharmacology. They will learn that the discipline exists as a body of knowledge where specialists word together to address a particular problem that has been caused by human activity. They also listen to a series of mini-lectures which introduce different aspects of medical studies, from landmarks in the development of medicine to the functions of the endocrine system. The content of the mini-lectures will be explored in more detail in subsequent units.


Main Aims

  • To provide clarification of commonly used vocabulary in the context of medicine

Subsidiary Aims

  • To provide clarification of prefixes and suffixes in the context of medical terminology


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Write the phrase "medical science" on the board. Ask Ss about the origin of the word "medical". Elicit "medicine" and from there get "medical". Ask if Ss know any other related words, eg 'medic, me'dicinal, medi'cation, 'medicine. Note: the word "medicine" comes from the Latin "mederi" which means to heal. Ask Ss if they know the origin of the word for "medicine" in their language.

Test #1 Read vocab in context (non-medical) (5-8 minutes) • To gauge students' prior knowledge of the target language

Exercise A Set for individual work and pairwork checking. Point out that this is a text which introduces some important basic vocabulary related to medicine - although it may not seem like that at first glance. Do the first one as an example, "Lets look at the first one, history, as an example". "History is the story of man over time. In medicine it can mean the story of the patient's illness or symptoms" Ask Ss the RELATIONSHIP between the meaning in general English and in medical studies ("Both mean a story in the past"). Ask Ss to read the e-mail on page 6, 1.1 vocabulary, A, paying attention to the words highlighted in red. Identify the RELATIONSHIP between general English and medical studies meaning and WRITE A MEDICAL DEFINITION. Please note that the words may change from noun to verb, adjective to noun etc. Tell Ss to use these structures where possible: a(n) X is (a(n)) .... (to define a noun) to X is to Y (to define a verb) Ss work individually and check in pairs. NB: Students may not know: "cast" - actors in a play/TV/film; "valve" - device attached to a tube that controls the air or liquid running through it; "drip" - liquid falling in individual drops FB: make sure the Ss can say the words correctly Show the answers in PowerPoint Email a copy to students

Guess Medical Meaning from Context (and teach) (12-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Exercise B Set for individual work and pairwork checking. Do the first sentence as an example. Ss read sentences on page 6, 1.1 B and use the words highlighted in red in A, to complete the sentences in B. !!!! Ss will change the form (e.g. from verb to noun, present to past tense) as necessary. !!!! Ss check answers in pairs. FB: whole class - fill in gaps on smartboard. Discussion - Ask Ss for any other words they know which have a special meaning in medicine. E.g.: carrier (n) - patient who carries a disease but is not necessarily infected. episode (n) - an attack (of asthma) loose (adj) - to describe a cough that produces sputum productive (adj) - to describe a cough that produces sputum (opposite - non-productive) stream (n) - the flow of urine waste (v) - the process of disintegration of muscle tissue Take up - What is the take-home message? - Common vocabulary can be used in a medical context, may retain some of the 'general' meaning, but has a slightly different meaning.

Test #2 - Prefixes (6-8 minutes) • To identify prefixes, understand meaning, and make new words with the prefixes.

Exercise C Set the first question for pairwork. See which pair can work out the answer first. (1. What is the connection between all the words? Answer: They all have a base word + extra letters at the beginning/prefixes.) Set the remainder for pairwork. FB: building up the table on the board.

Test #3 (6-8 minutes)

Exercise D Repeat - same as Ex C.

Free practice - Discuss (7-10 minutes) • To provide students with free practice of the target language

Exercise E Ss discuss the pictures on page 7, 1.1E. Use the vocabulary looked at today. Try to answer these questions about each picture (as appropriate): 1. Who is in the picture? 2. Where are they? 3. What are they doing? 4. What is the picture depicting / showing? 5. What can the items in the pictures be used for?


Refer Ss to the vocabulary bank at the end of unit 1. Make 3 groups. Group A looks at the first section "Using related words". Group B looks at the second section "Removing prefixes". Group C looks at the third section "Removing suffixes". Then make new groups of three with a student from each of the previous groups in each to explain to each other.

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