Curso Introductorio al Inglés Médico (página 3)

Task 4

Sheet B

This crossword is not complete; you have only half the
words, the other half is on sheet A. Work in groups to find out
the words you don’t have. Listen to the other team, they
will describe the location of the word in the
crossword and build up a possible definition for the term to be
guessed. Be ready to do the same when you take turns for defining
words. Follow these rules:

• Speak only in English
• Don’t say the word in the crossword
• Don’t show the other team your crossword
  sheet

E.g. word 1 across: It is the knee cap, a bone found in
the knee joint.

word 1 down: These are the main bones found in the
digits.

Introduction to English for Medicine

UNIT PLAN

Task 1 Introduces basic terminology, arouses
cultural insights, and allows for presenting words in meaningful
sets.

Task 2 Presents essential vocabulary to describe
gross anatomy of the body.

Task 3 Practices defining body parts and body
organs.

Task 4 Provides a communicative fluency activity
for defining medical terms and derives language skills
integration.

Task 5 Vocabulary – expanding activity with
specialties and specialists which provides oral reinforcement for
talking about likes and preferences. It also introduces word
forming essentials from lexis specific to medicine.

Task 6 Raises grammatical consciousness on the
use of both the definite and indefinite article in Medical
English and allows for guided practice.

Task 7 Gives follow – up practice for describing
places and reinforces oral and written skills.

Task 8 Addresses the stages of a medical
consultation in English, practices reading for main ideas and
overall meaning.

Task 9 Focuses on grammatical accuracy and
provides practice in typical situations of a history taking
communication.

Task 10 Allows for a communicative wind up to the
first unit and grants background opportunities for reinforcing
the use of partitive phrases, prepositions and essential language
for warning people.

Task 1

1. Introduce the students to the theme of the course book
   before they look at it. Use the information in the box to
   enhance the students cultural background. If necessary
   explain the meaning of the word heal. If the class
   shows any difficulty with the meaning of the word
   health you may provide association with the opposite
   term (disease). This can be done by the whole class, groups,
   pairs or individuals. Invite the students to share their
   answers in plenary. Write on the blackboard the best
   definitions they may come up with.

   Answer key

   

2. You may provide further examples if necessary. Check
   the students’ answers by raising awareness on the
   connections that may be established among the items
   provided.(notice how the items are arranged within the answer
   key chart)

   Answer key

   Any word denoting either of the categories included
   in the box.

3. Allow the class to add any other correct word they
   may come up with.
4. Then invite students to give their own definitions.
   You may ask them to work in pairs or groups and write the
   definitions they may come up with.

Answer key

Accept any logical and linguistically correct
definition.

5. Go back to the four categories presented in a) and
   focus on the term disease = a disorder with a specific
   cause and recognizable signs and symptoms, any body abnormality
   or failure to function properly. In the mind of people a
   serious problem). If the class shows any difficulty with the
   meaning of the word health, you may provide
   associations with the opposite term (disease).

Answer key

3. Invite the class to brainstorm on useful language
   associated to the word disease. Elicit vocabulary from the
   class as a whole and write it up on the BB.

Answer key

Answers may include the following:

• illness, sickness: poor health
• ailment: not serious illness, e.g. a
  cold
• dysfunction: a state of abnormal, incomplete
  or impaired function of an organ e.g. sexual
• disorder: a state of the body or mind when
  something is not working properly e.g. mental, stomach,
  etc.
• failure: applied with reference to bodily
  organs, systems or processes when their function fails, e.g.
  heart, renal, metabolic, etc.
• impairment: an identifiable structural
  handicap, which may be unsuspected by the individual and
  discovered by clinical observation or testing, e.g. hearing,
  renal. etc.
• syndrome: a group of signs and symptoms that
  occur together and characterize a particular abnormality, e.g.
  Acquired immunodeficiency syndrome, Cushing’s,
  etc.
• malady: disease, disorder, infirmity,
  affection, ailment, condition.
• affection: a bodily condition, disease,
  malady.
• infirmity: the quality or state of being
  infirm (poor or deteriorated vitality).

Task 2

This exercise presents vocabulary needed to describe
parts of the body and gross anatomy of the trunk.

1. Answer key

   

2. Introduce and model the pronunciation of the words in
   the list. Get the class to work in pairs and match the 15 words
   given with the numbers on the pictures. Then ask the class to
   write down the words for numbers16 to 30 .They can use a
   dictionary. Check students’ answers
3. This second part could be done as a class activity.
   Check that the students know the words in both columns. Explain
   any vocabulary students might not know: lining =
   material that lines or that is used to line specially the
   inner surface of something; layer = a fold
   laid or lying over or under something: stratum. Elicit
   students’ responses around the class.

You may notice that the words tube, passage,
canal and duct are used indistinctly with the same
meaning, e.g., the vagina not only is the female genital
canal but also serves as the excretory duct for the menstrual
flow from the uterus and forms part of the birth canal. This
muscular tube extends…

Answer key

"tube" for the ureter, the urethra.

"passage" for the trachea, the esophagus, the
rectum.

"bag" for the stomach, the bladder.

"lining" for the pleura, the pericardium.

"fluid" for blood, the lymph, secretions.

"substance" for chemical compounds like bilirubin,
hemoglobin.

"layers" for the skin – inner (dermis) – outer
(epidermis)

"gland" for the liver, the pancreas.

"muscle" for the heart.

"bone" for the tibia, the fibula.

"joint" for junction or articulation of
bones.

Task 3

1. • Explain the task carefully.
   • Provide adequate rehearsal if
     required.
   • Monitor the students’
     performance.
   • Provide feedback.

   Answer key

   1. The kidneys
   2. The elbow
   3. The shoulder
   4. The leg
   5. The neck
   6. The fingers
   7. The liver
   8. The heart
      2. Explain the task. Students write their own
         definitions. Go around the class and give help as
         needed. Note any problem students may have and go
         over them with the class after pairs finish the task.
         Make the students aware of the use of the definite
         article the for body parts and
         organs.
   9. The lungs

   Answer key

   Accept any logical and linguistically correct
   definition.

   Task 4

   This is a fluency activity that gives students a
   chance to use what they have learned thus far in the unit and
   to practice spelling.

   Before starting the task, divide the class into A/B
   teams, if you have a large class you may have two As and two
   Bs. Tell students in group(s) A to look at sheet A and
   students in group B(s) at sheet B. Remind the students not to
   look at each other’s sheet. Explain the task. Circulate
   from group to group and spend time listening, answering
   questions, and giving guidelines. Call on students from each
   group to take turns to build up definitions or guess what the
   other team is defining.

   Possible definitions.

   Sheet A (Down)

   Phalanges: The main bones of the digits of
   both the hand and foot. There are three: the proximal, middle
   and distal.

   Temple: The flat region on either side of the
   head above the zygomatic arch. Zygoma: the cheek
   bone.

   AIDS: Acquired immunodeficiency syndrome. It
   is a clinical syndrome that is the result of infection and
   disease with the human immunodeficiency virus (HIV),
   which causes profound immunosuppression.

   Anticoagulant: An agent which delays reduces
   or prevents the coagulation .E.g streptokinase.

   Oedema: Abnormal accumulation of fluid in the
   tissues.

   Artery: A vessel carrying blood from the
   heart to the different parts of the body.

   Ischemia: Inadequate blood supply to a part
   of the body.

   Carotid: The main artery of the
   neck.

   Lobe: A structural (morphological) division
   or subdivision of an organ, often demarcated by connective
   tissue.

   Nebulizer: An apparatus for administering a
   drug as a fine spray. An atomizer

   Blood: The fluid that circulates through the
   vascular system.

   Distal: Remote from the point of attachment
   or origin.

   Tarsals: Relating to the tarsi of the foot,
   or eyelid (bundles of muscle fibres close to the margins of
   the eyelid

   Joint: A junction of two or more bones,
   especially one that allows relative movement to occur between
   them.

   Papular: Relating to, composed of, marked by,
   or having the nature of a papule.

   Gash: Surgical term for a long deep cut
   in.

   1. Sheet B (Across)

   Patella: The knee cap, a bone found in the
   knee joint.

   Anorexia: Loss of appetite, especially when
   prolonged.

   Leprous: Relating to, caused by, or infected
   with leprosy.

   Acne: A generic term denoting an inflammatory
   disease occurring in or around the sebaceous glands,
   generally affecting the face, chest and back.

   Oral: Belonging to the mouth.

   Nausea: A felling of sickness with a desire
   to vomit.

   Tibia: A long bone on the medial and
   pre-axial borders of the leg, articulating with the fibula
   laterally, the femur above and the talus below.

   Fluid: Liquid. Body secretion.

   Clot: A semi-solid mass produced by
   coagulation in blood, lymph, milk, etc.

   Nerve: A bundle of nerve fibre along which
   impulses pass from one part of the body to
   another.

   Asthma: The term used for a syndrome
   characterized by recurrent attacks of difficult
   breathing.

   Neurology: The speciality of medicine that
   deals with the study and treatment of diseases of the nervous
   system.

   Synovial: Relating to or consisting of
   synovia. Lubricant of the joint.

   Amenorrhea: The pathological absence of the
   menstrual discharge from the uterus for reasons other than
   pregnancy.

   Femur: The thigh bone.

   Task 5

   This is a vocabulary building exercise with words
   organized into a semantic set, so that not only can the
   meanings of the words be more effectively learned in such
   set, but because they can be remembered better. It also
   presents some major roots, prefixes and suffixes from which
   medical lexis is formed.

   1. Explain the task by asking students to find the
      words hidden in both columns. As students do the task, go
      around the class and give help as needed. Check
      students’ answers. Model the pronunciation of the
      words in the lists. Students repeat.

   Answer key

   Specialties Specialists

   Neurology Cardiologist

   Haematology Nephrologist

   Dermatology Bacteriologist

   Otorrhinolaringology Epidemiologist

   Paediatrics Oncologist

   Optional: You may have the students develop their
   own list of specialties and specialists.

   2. Use the definitions provided to clarify the task.
      Help the students with spelling difficulties. Check
      students’ answers around the class. Have the students
      compare their answers

   Answer key

   2. Pneumology
   3. Psychiatry

      3. Answer key

         Accept any logical and linguistically
         correct answer.

      4. This provides additional practice on defining
         specialties and specialists and allows for writing
         practice. It can be done with students working in
         pairs. Elicit suggestions from different pairs and
         write some of the most interesting ones on the
         BB.
      5. It practices writing short descriptions.
         Students have been well prepared for this by the
         preceding exercises on the topic, though spelling and
         grammar may still require attention. Encourage the
         students to elaborate on their responses. If necessary
         review structures for making comparisons, expressing
         likes and preferences. Monitor the student’s performance.
         Don’t dominate. Offer help when it is essential
         or when things are going badly wrong. Call on students
         to read their answers.
   4. Ophthalmology

   You may prompt the class to use the following
   cues:

   • Personal qualities E.g. Flexibility, energy,
     patience, tact, determination, etc.
   • Vital skills. E.g. good listener, manual, linguistic, etc.
   • Preparation and adaptability. E.g. hard work,
     irregular working hours, special training.
   • Satisfaction. E.g. prestige, pleasure the job
     provides.

   Optional: You may invite some students to take turns
   to read their compositions aloud so that the rest of the
   class can guess the specialty being described.

   Answer key

   Accept any logical and linguistically correct
   answer.

   e) Explain the task. Check if the students know all
   the words in the second column. Call on students to read
   their answers. It time is short; you may assign this exercise
   as homework. Students may not be able to come up with clear
   examples of use, be ready to give help and support as
   required.

   Answer key

   6,4,7,9,1,10,8,2,3,5

   Possible examples

   • biology; biochemistry.
   • osteoporosis, osteochondritis.
   • hypotension, hypoglycaemia.
   • gastritis, gastroenterology
   • hepatomegaly, hepatic.
   • electroencephalogram,
     electrocardiogram.
   • otitis, tonsillitis.
   • dermatitis, dermatology.
   • glycaemia, glycerine
   • nephrology, nephritis.

   Task 6

   This is the first formally explicit grammar section.
   It is mostly designed to be looked at and studied in silence.
   At this point of the unit students must be made aware of
   certain simple rules for the use of the article and some
   basic regularities of use in Medical English which might be
   of great help. You may either get the class to study and
   analyse the grammar notes on their own, go through them
   together with the class, or use them for feedback work as
   required.

   Answer key

   1. As a child he had had ____ scarlet fever and ____
      varicella
   2. It’s important to immunize ____ children
      before the age of 5.
   3. He works in the Faculty of ____
      Medicine.
   4. The patient presented with pain in the
      left arm.
   5. Would you like to be an
      obstetrician?
   6. I don’t feel very well this morning.
      I’ve got a sore throat.
   7. He couldn’t decide whether to specialize in
      ____ Paediatrics or in Anaesthesiology.
   8. All patients received ____ amoxicillin 250 mg 6
      hourly.
   9. The drug was found to cause ____
      nausea.
   10. ____women live longer than men.

   Task 7

   This exercise presents language to describe the
   anatomy of a hospital and allows for reviewing the structure
   "It’s a place where you…and reinforcing the
   causative use of have and get.

   1. Explain the task. Model the pronunciation of the
      words in the list. Pre-teach the abbreviation for
      outpatient department (OPD). Students match the words with
      the type of service they belong in. Explain the meanings of
      the abbreviations CCU (cardiac/coronary care unit), ECG/EKG
      (electrocardiogram), CT (computerized tomography), GI
      (gastrointestinal), ICU (intensive care unit). You may also
      explain the term andrology = the study of male
      infertility and impotence. The study of androgen production
      and the relationship of plasma androgen to androgen
      action. If necessary begin by matching the first word,
      General surgery with the service it fits into. Go
      around the class and give help as needed. Check
      students’ answers. Then model the correct
      pronunciation of the words in the chart. Have the students
      repeat.

   Answer key

   

   2. Elicit debate
      on the differences between the model hospital provided in
      the chart and the general hospitals students are familiar
      with.

   Answer Key

   Accept any logical and linguistically correct
   answer.

   c) This is a simulation practice intended to
   encourage general oral and written fluency where the students
   simulate a real-life encounter, as if they were doing so in
   the real world.

   Set the scene and have the students speak and react
   as themselves to produce a brief description for conference
   participants. e.g. it’s a place where you can find/get
   /have/make use of different surgical devices for….You
   may also encourage them to use the causative use of get and
   have (Get is a little more common in casual
   conversations, whereas have is often used in writing.)
   e.g. there you can have a blood test done/
   a plain X-ray performed, etc.

   In this type of classroom procedure you may play
   a number of different roles:

   • Prompter: Students sometimes get lost and
     you can either leave them struggle out on their own or help
     them by offering discrete suggestions, without disrupting
     the discussion.
   • Participant: You may want to participate
     yourself; if so you can prompt covertly, introduce new
     information to help the activity along, ensure continuing
     student engagement, and generally maintain a creative
     atmosphere.
   • Feedback provider: If communication breaks
     down completely, you may well have to intervene and provide
     a form of gentle correction. You may act as an observer,
     watching and listening so that you can give feedback
     afterwards.

   Answer key

   Accept any logical and linguistically correct
   answer.

   Task 8

   This activity acquaints the students with essential
   terminology to talk about the medical work-up in English and
   practices reading for information. It calls for the use of
   techniques and procedures of cooperative learning.

   1. Answer key

      Doctor – patient interview- at an
      outpatient department

   2. Use the mini dialogue to introduce the language
      of the medical consultation. Have the class read the
      situation and set the scene.

      Answer key

      Any of the terms illustrated above or any
      other suitable word students might come up
      with.

   3. You may go back over the anatomy of a hospital
      and ask about the medical settings where medical
      consultations are more likely to take place. Teach
      other words like ward, emergency room/ department =
      casualty department, consulting room, on call room,
      clinic, doctor’s office (surgery in BrE), etc.

      Answer key

      A medical consultation with a patient can be
      divided into six stages:

      I: Greeting the patient

      II: History Taking

      III: Clinical Examination

      IV: Discussing patient’s problems with
      him/ her

      V: Management

      VI: Conclusion

      The only stage briefly contained in the mini
      dialog is history taking and focuses basically
      on chief complaint and onset of the
      problem that usually goes within history of the
      presenting illness.

   4. Give the class some time to read the
      information in the panel. Don’t intervene.
      Don’t help for several minutes. Tell students to
      answer the questions either individually or in pairs.
      Check students’ answers around the
      class.
   5. Then ask the class to go back over the text
      again. You may read it aloud yourself asking questions as
      you go along; for example: History taking can be
      further divided into several stages. What are they? What
      are the main body systems? What is the difference between
      signs and symptoms as stated in the reading passage? What
      is meant by poor compliance? Use the student’s
      background knowledge and focus on language features with
      emphasis on grammar and pronunciation. Encourage them to
      guess form the context any words they are not sure about,
      or just don’t know. The term investigations or
      diagnostic studies which is split in the book into
      lab tests and diagnostic procedures may pose
      difficulties for the students due to external
      interference; from the beginning you may wish to
      exemplify either by eliciting this information from the
      class or by providing the terms yourself that the six
      most common are the hematologic screen, the
      serum chemistry battery, the chest x-ray,
      the electrocardiograph, the urinalysis, and
      the arterial blood gas
      determination. Then, lead the class to brainstorm on
      some other possible questions that might complete this
      patient’s history. Write these questions on the
      board and model them to help students get started. Call
      on students to write a few of their questions on the BB.
      You may go over appendix for further reference. Make
      students aware of the use of abbreviations and their
      frequency of use in everyday medical
      language.

   Answer key

   Answers may vary but should include the
   following:

   History taking can be further divided into
   several stages:

   1. the presenting symptom(s)/history of the
      presenting illness (HPI)
   2. systems review
   3. history of past illnesses (PH) and
      drug history
   4. family history (FH)
   5. social history (SH)

   The above order is not necessarily rigid. For
   example, after eliciting the presenting symptoms (or chief
   complaint) some doctors prefer to deal with stages 3-5 before
   the present illness. In practice, some stages may be very
   short, or may not occur at all.

   Main body systems

   Abdominal		Digestive, Gastrointestinal, Alimentary
   Genitourinary		Reproductive, Genital-urinary
   Respiratory
   Cardiovascular	or
   Neurologic/al		Central nervous system (CNS), Psychiatric
   Musculoskeletal		Bones and joints
   Endocrine
   Circulatory		Haematological

   You may write this table on the board to reinforce
   pronunciation, stress and
   phoneme – grapheme correspondence.

   Symptoms: any subjective evidence of disease;
   i.e. the effects of the illness as reported by the patient.
   Signs: any objective evidence of disease; i.e. what
   the doctor finds on examination.

   Poor compliance: When patients do not follow
   the doctor’s advice and refuse to cooperate.

   Medical note

   The medical work-up is a term used to refer
   to the sequence of diagnostic inquires and laboratory tests
   that are implemented during the evaluation of any specific
   medical problem. The primary job of a medical student
   starting clinical work is to become familiar with the work-up
   process and to learn to conduct a patient work-up thoroughly
   and efficiently.

   Although the specific details of the work-ups for
   various problems may be quite different, the sequence of
   data acquisition and analysis is always the same: first a
   history is taken, then a physical examination
   is performed, then the laboratory data are collected
   and analysed, and finally the diagnostic and therapeutic
   plan is implemented. This sequence of
   history-physical- laboratory data assessment-plan is
   the heart of every work-up.

   Task 9

   This is another formally explicit grammar section
   aimed at reinforcing form-use-meaning relationship of common
   verb tenses in D-P and D-D communications.

   1. Lead the class into the practice activity for the
      grammar points as quickly as possible, and then you may use
      the students’ performance to decide if further
      clarification or grammar work is needed. The Have a look
      section will help you explore this grammatical aspect and
      arouse the students’ awareness on the differences in
      meaning conveyed by the tenses included in the exercise.
      Give additional examples and explanations if necessary.
      Finally, have the class look back at the stages of a
      medical consultation and in pairs decide what components
      from the history taking are being explored through the
      questions.

   Answer key

   1. Are… taking
   2. Do… take
   3. Did…take
   4. Have….taken/have been taking
   5. Had…taken

   Task 10

   This is the communicative wind up for the unit. It
   presents important vocabulary on medications, reinforces the
   use of partitive phrases, practices reading for main ideas.
   It also emphasizes the use of prepositions and essential
   language for warning people.

   a) Introduce the notion of containers either
   using the illustrations provided or bringing to class real
   medication containers and examples of medications with
   different presentations. Explain the task and ask the class
   to match the words into either category accordingly. Invite
   them to add other words to each grouping.

   Answer key

   Accept any correct word students may come up with.
   Deal with any unfamiliar vocabulary: vial = small closed
   or closable vessels specially for liquids; ampoule
   = a hermetically sealed small bulbous glass vessel
   that is used to hold a solution for hypodermic
   injections; dispenser = a container that pushes out,
   sprays or feeds out in convenient units; suspension =
   the state of a substance when its particles are mixed with
   but undissolved in a fluid or solid; caplets = (trademark)
   used for capsule-shaped medicinal tablets.

   Other possible words not included in the picture
   could be:

   Lotions, drops, syrups, liquids, pills, jelly,
   aerosol, drafts, creams, suppositories, pessaries, (this last
   one for vaginal use only), etc.

   1. Answer key

      1. tablets/syrup
      2. tube
      3. tincture
      4. disk
      5. capsules
      6. jar/bottle
      7. vial
   2. Get the students work in pairs. Point out that
      some words have several answers. Use either the picture or
      the realia you may have brought to class in case vocabulary
      problems arise. Check answers around the class.
   3. Students complete the statements using the
      correct preposition, and compare answers with a partner.
      Deal with any vocabulary students do not know. Check
      students’ answers around the class before they
      practice the sentences aloud.

   Answer key

   1. by
   2. with
   3. during
   4. while
   5. to
   6. with
   7. for
   1. This could be done in class or assigned for
      homework. If it is done in class, deliver prescribing
      information leaflets, medications user’s guides or
      manuals, medicine cartons, or real medicine containers with
      explicit information for use. If it is done as homework
      students can find information on their own using web
      sites, guides, manuals, etc. You may proceed as
      follows:
   • Divide the class into small groups. (One
     medication for each group)
   • Appoint a leader for each group. Ask students to
     select a reporter to take notes and report back to the
     class.
   • Circulate from group to group, stopping to
     listen, answer questions and give guidelines. Help them
     outline their talks.
   • Require the students to present their talks to
     the whole class.

   You may as well ask students to present their talks
   without saying the name of the medication they are describing
   so that the rest of the class can guess.

   Answer key

   Accept any logical and linguistically correct
   answer.

   Conclusiones.

   • Con la introducción y el uso de los
     resultados de este proyecto se benefician todos los CEMS del
     país. Este beneficio incluye el ahorro
     de una cuantiosa inversión en moneda libremente
     convertible para importar textos de inglés médico adecuados para
     la enseñanza del mismo en el cuarto
     año de la carrera de medicina. Otros beneficiarios serán
     los médicos del sistema nacional de salud que
     podrán contar con un texto
     que les permita incursionar en el inglés
     médico a partir de situaciones básicas
     generales para el ejercicio de la
     profesión.
   • Con el cumplimiento de este proyecto se
     contribuye a la preparación y desarrollo de los futuros médicos
     en las cuatro habilidades del idioma inglés, lo
     que representa una solución a los problemas de la
     comunicación científica internacional,
     el cumplimiento de misiones y colaboraciones
     internacionalistas, en la relación
     médico-paciente, médico-personal de salud, médico-familia y médico-comunidad en los países de habla
     inglesa, la asistencia a Cursos, Congresos, Conferencias
     y visitas de intercambio de experiencias en cualquier
     país no hispano-hablante.

   Referencias
   Bibliográficas

   1- IALS University of Edinburgh. English for medical
   students.Based on the dictionary of medicine.
   2nd

   Ed.1994.

   2-Macklis R, M.D.Mendelson M, M.D.Mudge G,
   M.D.Manual of Introductory Clinical Medicine.
   Library

   of Congress Catalog. USA. 1987.

   3- Medical Plurals. Meditec. Disponible en
   http://www.meditec.com

   4- Medical Specialists. Englishclub.com. Disponible
   en

   work/medical-specialists.htm.

   5- Morales García JF. Los
   progresos de las ciencias
   médicas. Habana: La Moderna Poesía, 1924:3-19.

   6- Narey Ramos B, Aldereguía
   Henríquez. Medicina
   social y salud pública en Cuba.
   Editorial

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   Tropical v.49 n.3 Ciudad de la
   Habana sep.-dic. 1997

   8-Snell. R Clinical Anatomy for Medical
   Students.5th Edition, USA, 1995.

   9- William S. Haubrich, MD. Medical Meanings: A
   Glossary of Word Origins, American College of

   Physicians, 2003, p. 143.

   Datos de las Autoras:

   La MSc. María Josefa Moré
   Peláez nació en Camagüey, Cuba.
   Estudió la Licenciatura en Educación,
   especialidad Inglés en el Instituto Superior
   Pedagógico "José Martí" de dicha ciudad. Es profesora
   auxiliar y se desempeñó varios años como
   Jefa del Departamento de Inglés del Instituto de
   Ciencias Médicas de Camagüey. Actualmente es la
   Jefa del Colectivo de Asignatura de 4to año e imparte
   cursos de inglés en enseñanza pre y post
   graduada. Forma parte del colectivo de autores nacional para
   la elaboración de libros de
   texto.

   La MSc. Concepción Bueno Velazco nació
   en Camagüey, Cuba. Estudió la Licenciatura en
   Educación, especialidad Inglés en el Instituto
   Superior Pedagógico "José Martí" de dicha ciudad. Es profesora
   titular y Metodóloga Nacional de Inglés con
   Fines Médicos en Cuba. Se desempeñó como
   secretaria ejecutiva del GELI (Grupo de
   Especialistas de Idioma Inglés) en Camagüey.
   Imparte cursos a doctores, estudiantes de medicina y
   profesores de inglés en el Instituto de Ciencias
   Médicas en Camagüey. Forma parte del colectivo de
   autores nacional para la elaboración de libros de
   texto.

   La Lic. Isabel Pérez Ortiz nació en
   Las Tunas, Cuba. Estudió la Licenciatura en
   Educación, especialidad Inglés en el Instituto
   Superior Pedagógico "Pepito Tey". En este centro
   inició su trabajo
   como profesora de Práctica Integral de la Lengua
   Inglesa y Metodología de la Enseñanza del
   Inglés. Es profesora instructora del Instituto de
   Ciencias Médicas de Camagüey. Actualmente se
   desempeña como profesora de Inglés
   Médico del 4to año de Medicina en dicha
   Universidad. Ha participada en varios eventos
   científicos como autora y tutora, obteniendo en estos
   buenos resultados.

    

   Autoras:

   Msc. María Josefa Moré
   Peláez

   Msc. Concepción Bueno
   Velazco

   Lic. Isabel Pérez Ortiz

   Camagüey, Cuba, 10 de diciembre del
   2007.

2. This is a kind of guessing game that usually goes at
   a brisk pace, so it can be played with the whole class, with
   the students taking turns to find something out. It can also be
   played in teams. You may wish to proceed as
   follows: