UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF.

CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER

F I C H A Nº 6

THE HUMAN BODY AND ITS SYSTEMS

The body
Label the picture

Glossary:
Write the equivalent word in English and complete the diagram above
CUERPO
cabeza: head.
cuello: neck.
pecho: chest.
codo: elbow..
cintura: waist.
pierna: leg.
rodilla: knee.
pierna:leg.
talón: heel.
dedos del pie: toes.
tobillo: ankle.
pie: foot.
pierna: leg.
muslo: thigh.
pulgar: thumb.
dedos de la mano: fingers of the hand.
muñeca: wrist..
brazo: arm.
hombro: shoulder.

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UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF. CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER
CABEZA
cejas: eyebrows.
frente: front.
párpados: eyelids.
orejas: ears.
nariz: nose.
boca: mouth.
mentón: chin.
labios: lips.

CARDIOPULMONARY RESUSCITATION
When a person does not breathe any more or their heart stops because they are unconscious, there
is a technique that can save their life. This technique is a combination of mouth-to-mouth rescue
breathing and chest compression. The main result of this technique is to keep the blood flowing to
vital organs like the brain until a doctor’s treatment restores a normal heart rhythm.
Only a few minutes are enough for oxygenated blood to stop reaching the brain, causing irreparable
damage to this organ. Death will follow between eight and ten minutes later.
Before starting CPR, take the following issues into consideration:
● Check if the person is conscious or unconscious, shake their shoulder and make a question.
● In case the person does not answer, call an ambulance immediately.
CPR should be used when a person’s heart has stopped pumping due to drowning, drug overdose,
choking, etc. It will be successful when applied right after the problem has arisen and the doctor is
not near.
Organisations like the Red Cross provide training courses for anybody who wants to be prepared for
this type of emergencies.
Everybody must bear in mind that this useful technique is used with the sole purpose of keeping the
blood carrying oxygen to the brain until a professional assists the patient and applies the right therapy
for that case in particular.

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UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF. CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER

ACTIVITIES

1. - Before you read: put the captions under the right pictures

● Restore blood circulation

● Clear the airway
● Insufflate air

2. - While you read:

A. - Answer the questions.

a. - What is the main purpose of CPR?

This technique is used with the sole purpose of keeping the blood carrying oxygen to the brain until a
professional assists the patient and applies the right therapy for that case in particular.

b. - What should you first do if a person in unconscious?

Check if the person is conscious or unconscious, shake their shoulder and make a question. In case
the person does not answer, call an ambulance immediately.

c.- Why do you think it is important to open the person’s airway?

It is important because the person is dying, and we must keep the blood flowing to vital organs like

the brain.
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UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF. CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER

d.- Why must we pinch the person’s nose shut before starting mouth-to-mouth breathing?
Pinch the nostrils shut to breathing mouth to mouth and cover the person's mouth with yours, making
a seal. So the air that enters goes to the lungs.

e.- When can we stop performing CPR?

when the person reacts, and his heart begins to pump or medical help arrives.

f.- What is the difference between cardiac arrest and a respiratory arrest?
In a cardiac arrest the heart stops beating and in a respiratory arrest the lungs stop functioning but the heart still
beats.

B.- Find a word or expression that means:

a.- Regular noise made by the heart as it pumps blood: …… beat……..

b.- Passage through which air passes: … airway………………………………………………….………

c.- To squeeze something between the thumb and the first finger: …. pinch ……….

d.- A condition in which a person still has a pulse, but is not breathing: …respiratory arrest….

e.- Blood that has received oxygen in the lungs and is being carried to the tissues along the

arteries: …………oxygenated blood……………….

f.- The application of an electric impulse to the heart to make it beat regularly: ……fibrillation…….

FIRST-AID KIT
Everyone should have a first-aid kit at home, in the car, and in the workplace. You should
keep it out of children’s reach but easily accessible for adults. Choose containers that are roomy,
durable, easy to carry, and simple to open.
Recommended contents of a first-aid kit include the following: check the kit regularly to replace items
or medicines that have been used or may have expired.

sterile cotton balls thermometer adhesive bandages

alcohol burn dressing soap
sterile gauze pads antacid activated charcoal tablets
adhesive tape eye drops antipyretic
scissors calamine lotion disposable gloves
elastic bandages safety pins tweezers
aspirin antiseptic solution

1.- Read the text and classify the contents of a first-aid kit:

Bandages Medication Instruments Other items

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UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF. CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER
sterile gauze pads aspirin scissors sterile cotton balls
elastic bandages burn dressing thermometer alcohol
adhesive bandages antacid disposable gloves adhesive tape
eye drops tweezers safety pins
calamine lotion soap
antipyretic antiseptic solution
activated charcoal
tablets

2.- What are they for? Match the following items and medicines with their uses. Some may
have more than lone use.

1.- adhesive tape a.- to sterilise instruments

2.- eye drops b.- to reduce pain.
3.- active charcoal tablets c.- to treat allergies.
4.- gauze pads d.- to cut gauze, bandages, adhesive tape, etc.
5.- alcohol e.- to secure bandages.
6.- tweezers f.- to wash infected or irritated eyes.
7.- calamine lotion g.- to cover wounds after being washed and disinfected
8.- aspirin h.- to take out thorns from the skin
9.- scissors i.- to reduce fever
10.- antipyretic j.- to reduce diarrhoea

3.- How to treat a small wound? Fill in the gaps with items or medicines from the first-aid kit.

When treating a wound it is important to avoid infection. Even wounds that look clean contain germs
from the object that caused them, the skin or the clothes. Here are some tips:

1.- Wash your hands carefully with water and (a) …. soap………………..
2.- Clean your hands with an (b) …… antiseptic solution …., such as (c) …………alcohol…… or
hydrogen peroxide.
3.- Wash the wound with abundant water and (d) ……… soap ……….
4.- Apply an (e) … antiseptic solution …….
5.- Cover the wound with a (f) … sterile gauze….. Put a (g) ……bandage…….. on it and secure it
with (h) …adhesive bandage………………..

4.- Medication

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UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF. CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER
a.- Which is the missing prefix? Write it in the box.
biotic
septic
pyretic
anti histamine
diarroea
fungal
inflammatory

b.- In the list of first aid-aid elements there is one word that has this prefix, but with a small
spelling difference. Can you find it? ……Antacid……………..

c.- Now complete the sentences with the right words:

1.- The doctor gave me an ……anti-inflammatory ……………. cream to reduce the swelling on my

leg.

2.- I think I’ve got a temperature. I’ll take an ……antipyretic ……………. tablet and get into bed.

3.- You should use an …………antihistamine ……………. lotion to calm the rash on your chest.

4.- An ……antibiotic …………solution is useful to prevent infections.

5.- “I’ll prescribe you a good ………antifungal ………spray for your toes”.

GRAMMAR SUMMARY
Modal Verbs
Los verbos modales son especiales y expresan distintas funciones. Estudia los siguientes y completa
las oraciones.
⮚ Can y could se refieren a habilidades y posibilidades.
⮚ Must se refiere a obligaciones.
⮚ Should se refiere a recomendaciones
⮚ May se refiere a posibilidad.

Complete:
a.- We believe that we ................must............... look like people on TV or magazines.
b.- Eating disorders ...............may................ seriously threaten a young person’s health.
c.- Our society suggests that we ..................must...................... be perfect in everything.
d.- If we ..............cannot..................... meet this ideal, then we feel bad about how we look.
e.- “Food was the only thing I ...............could............... control”, a girl said.
f.- Some teens .....................may......... be depressed.

La forma negativa agrega “not” al verbo modal.

Se usa la misma forma para todas las personas.

I / he / she / it / you / they / we must / mustn’t ...
should / shouldn’t ...
can / can’t ...
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UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF. CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER
may / may not ...
could / couldn’t ...

Present Simple: revision

Circle the correct form of the verb.

a.- Our 17-year-old son dream / dreams of a professional football career.
b.- He dedicates / dedicate every waking hour to getting stronger.
c.- The medical community warn / warns that steroids can be dangerous.
d.- Neither the husband nor the wife are / is very big people.
e.- He denies / deny using drugs.
f.- Medical experts agree / agrees that the use of steroids can help athletes’ performance.

IMPERATIVE

El imperativo se utiliza para dar órdenes o describir los pasos de un proceso. Se forma con el verbo
en infinitivo en primer lugar.
Press the start button.
Open the door.
Para el negativo utilizamos don’t + verbo infinitivo.
Don’t press the start button.
Don’t open the door.

ACTIVITIES

1. Underline the Imperative in the text “Remember the basic steps for Adults” on page 2.

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UNIVERSIDAD AUTÓNOMA DE ENTRE RÍOS INGLÉS I PROF. CLAUDIA SCHIRA
FACULTAD DE CIENCIAS DE LA VIDA Y LA SALUD - RAMÍREZ JTP: SILVIA SCHNEIDER
Bibliografía:

● Douglas Biber, Susan Conrad and Geoffrey Leech. STUDENT GRAMMAR OF SPOKEN AND WRITTEN
ENGLISH. 2006. Longman. England.
● Tony O’Brian with Jeffrey Jameson and David Kirwan. NUCLEUS ENGLISH FOR SCIENCE AND
TECHNOLOGY MEDICINE. 1997. Longman. England.
● NATURE AND ENVIRONMENT. 1998. Richmond Publishing. Ediciones Santillana. Argentina.
● The Teacher’s Magazines.