Level II
Chapter 3
Listening Speaking
English | Vietnamese
IC3, IT, TOEFL, Best Answer
English | Vietnamese
Assessment
What are effective pathways to health in your culture?
Câu hỏi hướng dẫn:
Cách nào có hiệu quả để giữ gìn sức
khoẻ trong văn hoá của bạn?
The following introduction is from http://www.therightssite.org.uk/html/issues.
Can anyone in your class answer these questions? Discuss the following questions in class. If you are unable to answer these questions in English, do so in Vietnamese.
Pronunciation note: HIV/AIDS is an acronym: that is, each letter stands for a word but we say these initial letters as if they were a word. In American English HIV/AIDS is pronounced by saying the first three letters: H--I--V and pronouncing the next four letters like the word "aids."
1. What is HIV?
2. How do you become infected with HIV?
3. How can you prevent becoming infected with HIV/AIDS?
4. What does someone with HIV/AIDS look like?
5. Can you cure HIV/AIDS?
6. Should people educate themselves about HIV/AIDS?
7. Who should teach?
8. Where should it be taught and for what age groups?
9. In Vietnamese society, how is a person with the disease treated/perceived by the culture?
Here are some facts about HIV/AIDS.
HIV stands for Human Immunodeficiency Virus. HIV is the virus that causes AIDS. People can become infected with HIV and they can pass it on to other people. A person infected with HIV is infected for life. People infected with HIV can look and feel well for a long time. HIV attacks your immune system, breaking it down. It is your immune system which helps you to fight off illnesses. HIV positive is the term used to describe a person with the HIV virus.
HIV/AIDS has become part of our everyday lives. Across the globe there are over 36 million people living with HIV. Each day 1,600 children in the world die as a result of HIV/AIDS.
HIV is passed from person to person through the exchange of bodily fluids such as blood and semen. You can become infected with HIV/AIDS if you have sexual intercourse with someone who is infected or if you inject drugs using a needle or syringe which has already been used by an infected person. An infected pregnant woman can pass the virus on to her unborn baby either in the womb or during the birthing process. HIV can also be passed on during breastfeeding. Before 1985, it was possible to become infected with HIV through blood transfusions but now all blood is tested and destroyed if it contains the virus.
Many people with HIV do not know they are infected and so others will not know either. There is no way of telling if somebody has HIV as they can be very healthy. Like many illnesses there is not a particular way that the person looks when they have HIV/AIDS.
At the moment there is no cure for HIV/AIDS. Drugs are available in some countries that help people with the HIV virus lead a normal lifestyle. With such drugs people can live for years. Research is still taking place to find a cure for HIV/AIDS, but at the moment prevention is the only cure.
Now answer all the questions. Questions 6, 7, 8 and 9 are answered with your opinion, so you cannot find the answers in the paragraphs above.
In this chapter we will not be learning more about the science of HIV/AIDS, but rather we will look at the social aspects of HIV/AIDS. We will look at how society and culture treat people with the disease and how people learn about the disease.
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Cloze Exercise:
The following words are the missing words in the text below. First, take time to read through the two paragraphs and see if you can guess which words may fill in the blanks. Then listen carefully to the passage and fill in the blanks. Check the assessment section at the end of the chapter to find the correct answers.
away because catch contract
facts HIV/AIDS illnesses impact
infected myths passed people
prejudice reasons reduce risk
scared share support touching
What are the myths concerning HIV/AIDS?
from http://www.therightssite.org.uk/html/issues_haa9,htm
Like many ___________ there are many myths around HIV/AIDS. One
of the ___________ why there are so many myths around HIV/AIDS is ___________ many adults are scared to talk about things that they know very little about. Being ___________ of something does not make it go ___________. It is very important to know the ___________ about HIV/AIDS, to ___________ your own ___________ of infection and to help understand the ___________ the illness has on those who are ___________.
It is also important to stop and think about the effect ___________ have on people living with ___________. Myths can lead to discrimination and ___________, hurting people who need ___________ and understanding. You cannot ___________ HIV/AIDS through ___________ someone who is infected. HIV has not shown to be ___________ on to others through sharing food, minor accidents or fighting. You cannot ___________ HIV/AIDS in a swimming pool. HIV/AIDS is not something that affects only gay ___________. Everybody is at risk of HIV/AIDS if they have unprotected sex or ___________ needles.
Study Skill A:
English Stress and Intonation Patterns in Words
(from The ESL Teacher's Book of Lists, The Center for Applied Research in Education, 1993, p. 156)
In English speech we put emphasis or loudness on certain words and syllables. This is called stress. Stress is produced by pronouncing the word or syllable louder or longer than other parts of the word.
There are four speech pitches or levels in spoken English. This is what is called intonation. The four levels of pitch or intonation are described as below normal, normal, slightly above normal, and high above normal. To stress a word or syllable means using the two higher levels of intonation.
Stressed and unstressed words and syllables and the changes in intonation create the regular speech patterns found in spoken English and result in the rhythm of English.
Below are some guidelines by which these speech patterns are formed.
1. Give stress to the part of the word that carries the most meaning. In a polysyllabic (many syllables) word, stress is in the base or root of the word.
example: imPORTant deSCRIPtion inFECTed
2. Prefixes and suffixes are usually not stressed.
example: imPOSSible beCAUSE conTRACTed
3. Stress is often put on the first syllable of words that are nouns, verbs and adjectives of two or more syllables. (If the first syllable is a prefix, however, it is not stressed).
example: VIrus HURTing POSitive
4. Words with suffixes that begin with "i" usually have stress placed on the syllable before the suffix.
example: oPINion preVENTive faMILiar
suffixes: ive iant ial ic ion io iate iar ify ily ish iary iable
5. The first word in a compound word is usually stressed.
example: HEADset TEXTbook PASSport
Exercises and Activities for Speaking Skill A:
Read the following paragraph aloud
(from http://www.therightssite.org.uk/html/issues_haa10.htm)
Why is there a stigma and silence around HIV/AIDS?
Many diseases and illnesses have a stigma attached to them. By this we mean that people may look at and treat people differently just because something is different about them. Stigmas usually happen because people are afraid of something and don't know enough about an issue. For example, many people are afraid of people with mental health problems because they know very little about it. Similarly many people are afraid of HIV/AIDS because again they know very little about it. Fear causes us to act strangely around people and consequently, people who are infected with HIV may choose not to tell anyone that they are HIV positive, as this may lead to discrimination. Everyone has the right to privacy and to keep certain information to themselves and for this reason, a silence has surrounded HIV/AIDS. But now it is time to break the silence and stigma in order to prevent the spread of HIV/AIDS.
Say these words giving the appropriate stress and emphasis to the syllables indicated.
disEASes ILLnesses STIGma DIFFerently
STIGmas Usually aFRAID eNOUGH
ISsue exAMple mental_HEALTH_problems
h-i-v-AIDS aGAIN STRANGEly CONsequently
inFECTed ANyone h-i-v-POSitive discrimiNAtion
EVeryone PRIvacy inforMAtion SI-lence
preVENT h-i-v-AIDS
Read this aloud again.
Many disEASes and ILLnesses have a STIGma attached to them. By this we mean that people may look at and treat people DIFFerently just because something is DIFFerent about them. STIGmas Usually happen because people are aFRAID of something and don't know eNOUGH about an ISsue. For exAMple, many people are aFRAIDof people with mental HEALTH problems because they know very little about it. Similarly many people are aFRAID of h-i-v-AIDS because aGAIN they know very little about it. Fear causes us to act STRANGEly around people and CONsequently, people who are inFECTed with HIV may choose not to tell ANyone that they are h-i-v-POSitive, as this may lead to discrimiNAtion. EVeryone has the right to PRIvacy and to keep certain inforMAtion to themselves and for this reason, a SI-lence has surROUNDed h-i-v-AIDS. But now it is time to break the SI-lence and STIGma in order to preVENT the spread of h-i-v-AIDS.
Lecture/Presentation:
When teachers are told to teach students about topics such as the spread of HIV/AIDS, these teachers may feel uncomfortable about talking about subjects that have to do with sexuality and drug abuse. UNICEF has a Teacher's Forum in which teachers share articles, opinions, research about teaching and learning and generally explore ideas. The following is an interview of a Vietnamese teacher after being trained in Life Skills and having taught children about HIV/AIDS. Listen to this teacher answer the following questions:
1. Before teaching Life Skills, what type of teaching method did Mrs. Trinh use?
2. Does Mrs. Trinh think it is important to teach children about HIV/AIDS? Why?
3. What does Mrs. Trinh teach children about HIV/AIDS?
4. Does she feel uncomfortable teaching about some aspects of HIV/AIDS?
5. How has her teaching method changed?
Preventing the Spread of AIDS: An Interdisciplinary Endeavor?
(Excerpts taken from Teacher's Forum, November, 1999:
Life Skills Teaching Experience in Vietnam, interview conducted by Dr. Phan Thi Le Mai, Project Officer, HIV/AIDS Project< UNICEF Vietnam. This interview was conducted with Mrs. Trinh Thuy Nga of the Cao Xanh Primary School in the suburban district of Ha Long City, Quang Ninh Province. http://www.unicef.org/teachers/forum/0499.htm)
Dr. Phan: What is your teaching background and experience?
Mrs. Trinh: I have nine years experience in teaching elementary school. Over the years, I have used traditional teaching methods in which teachers speak and students listen. I see that traditional teaching methods have made students passive and do not stimulate their creative thinking. Over the last three years, we have been trained and to use a student-centered teaching method to teach life skills and to teach children primary health and HIV/AIDS prevention.
Dr. Phan: What is your understanding of the relevance and impact of HIV in your community?
Mrs. Trinh: I think that HIV/AIDS is pandemic in Ha Long City and in my community. It is alarming. HIV infection has been found in 10 of the total 13 districts in our province. The majority of HIV infected people are young people aged from twenty to twenty-nine years. However, my students only know that HIV is the disease of the century and there is no cure. They only know the ways that HIV is transmitted. When teaching about sexual transmission of HIV, teachers feel very uncomfortable and it is very difficult. For this reason, teachers tend to talk about it being transmitted through the blood. HIV/AIDS has a negative impact on the family and on the community. We are teaching students to support and have compassion for people with HIV.
Dr. Phan: What is your own personal view of HIV and teaching using the student-centered life skills methods? Do you think you have changed as a result of the life skills training?
Mrs. Trinh: Before the training and before being able to teach using life skills and HIV/AIDS, I only knew of HIV/AIDS from radio and newspapers. After the training and using these skills in teaching, I understand more about the ways that put people at risk for HIV infection. I used to teach my students about HIV/AIDS knowledge and information through lecturing. After the training, I taught through role-play, games and student worksheets. At the beginning, students did not actively participate. They felt shy. But as they got used to it, they showed more confidence. They began to feel comfortable with expressing their feelings and their own opinions.
In a student-centered approach, students find the lessons easier to understand. But teachers have to plan ahead and there is more lesson planning involved. I still feel uncomfortable in teaching sensitive issues such as sexuality. I think primary students are too small to learn about these things. We need to identify the appropriate way of talking to young children about sexuality and relationships.
I also feel uncomfortable teaching these things in school because we don't even talk about such things in our families and in the community. Children cannot develop life skills and change their behaviors if they only learn about it in school. So our community must learn, too.
Discuss the following questions:
1. Should the schools play a role in educating the public about HIV/AIDS?
2. What role do they play?
3. At what age should children learn about HIV/AIDS and prevention of the spread of it?
4. How should they learn about it?
5. Did you have classes similar to Life Skill classes? Did you learn about preventing the spread of HIV/AIDS in school? At what age?
6. Are you aware of the impact that HIV has in your community?
Exercises and Activities for Listening Skill A:
What is your opinion?
Choose one of the following questions. Gather your ideas and opinions on the topic and prepare something to read to the class.
1. In your opinion, do you think public schools should play a part in educating the Vietnamese public about HIV/AIDS? Why or why not? If so, who should be responsible to teach? If not, in what way should Vietnam prevent the spread of HIV/AIDS or does Vietnam have a responsibility to teach its citizens about HIV/AIDS prevention?
2. In your opinion, how are people whom are infected with HIV/AIDS treated in Vietnam today? Do you think there are myths surrounding HIV/AIDS? If so, what are the myths? Is there a stigma of silence for those who are HIV positive because they afraid of discrimination?
Study Skill B:
Describing Symptoms
The form below is from a self-care guide for health. In the book, they ask that when you or a family member are sick, that you take the time to answer the questions, then call the doctor or nurse to describe your symptoms. The doctor or nurse may tell you what you can do at home or if it is necessary to go to the doctor's office to check it out. The self-care guide describes the interchange between doctors and patients to be like the game table tennis or what Americans call Ping Pong.
Medical Ping Pong
Adapted from Kaiser Permanente Healthwise Handbook:
A Self-Care Guide for You and Your Family,
A Healthwise Publication, Boise Idaho, 1997, p. 16.
A visit to the doctor should be a partnership between you and the doctor. Shared decision making requires two-way communication, like playing a game of ping pong.
Ping: You describe your symptoms, main concerns, and hunches.
Pong: Your doctor makes a diagnosis and describes treatment options.
Ping: You tell your doctor your personal preferences or ask about other options.
Pong: Your doctor restates the options and how they relate to your preferences.
Ping: You accept one of the recommended options or learn more about what you should do.
With good two-way discussion, the chances are better that you will end up with the treatment plan that is best for you.
Look at the form below. After the form, you will see the questions again with ways to answer the questions. You will also see a chart that describes symptoms from a variety of illnesses.
The Healthstyle Approach
Adapted from Kaiser Permanente Healthwise Handbook:
A Self-Care Guide for You and Your Family,
A Healthwise Publication, Boise Idaho,1997.
Step 1. Observe the problem.
· When did it start? What are the symptoms?__________________________
· Where is the pain? dull ache or stabbing pain?________________________
· Measure your vital signs:
Temperature________ Blood pressure_______/_______
Pulse_______/minute Breaths_______/minute
Think back:
o Have you had this problem before? ________yes _______no
o What did you do for it?
o Any changes in your life (stress, medication, food, exercise, etc.)?
o Does anyone else at home or work have these symptoms?
Step 2. Learn more about it.
· Use the internet to find out more. Record your sources and information.
· Other books or articles.
· Advice from others (lay or professional)
Step 3. Your "tentative" diagnosis.
· What is your diagnosis (what's wrong)?
· What will you do?
· Will you call a doctor? When?
Ways to Answer the Questions.
Step 1. Observe the problem.
· When did it start?
-I started to feel bad yesterday morning.
-The first high fever began an hour ago.
-I haven't been well for several days.
· What are the symptoms?
-It is difficult to swallow.
-I have fever, my throat is sore and my body aches.
-I have difficulty breathing. My chest is congested.
-I feel tired, depressed, and my muscles feel stiff.
· Where is the pain?
-I have sinus pain.
-I have a headache.
-My stomach hurts.
-My muscles ache.
-It hurts in my left arm.
-There is pain when I move my fingers.
dull ache (a constant ache) or stabbing pain (a pain that is like a knife entering your body)?
-I get a stabbing pain in my lower back
-It's a dull ache.
-I'm in constant pain.
Other ways to describe pain: throbbing pain (pain comes and goes with rhythm like a heart beat); sharp pain (similar to stabbing pain); delirious pain (pain so severe that one hallucinates); severe pain; chronic pain (constant pain); debilitating pain (pain so strong that one is completely handicapped by the pain).
· Measure your vital signs:
Temperature___________
Temperature
A normal temperature ranges from 97.6 ° to 99.6° and for
most people is 98.6°. Temperature varies with time of day
and other factors, so don't worry about minor changes.
Whenever a person feels hot or cold to your touch, it is a good idea to measure and record the person's temperature.
lf you have to call your doctor during an illness, knowing the person's exact temperature will be very helpful.
Expression: In American English, we read a thermometer by reading, for example, 98.7° as “ninety eight point seven degrees”. We call these temperatures “normal, high, and low temperatures.
Blood pressure_______/_______
Farenheit-Centigrade Conversion Chart
| °F | °C |
| 98.5 | 36.9 |
| 99.0 | 37.2 |
| 99.5 | 37.5 |
| 100.0 | 37.8 |
| 100.5 | 38.1 |
| 101.0 | 38.3 |
| 101.5 | 38.6 |
| 102.0 | 38.9 |
| 102.5 | 39.2 |
| 103.0 | 39.4 |
| 103.5 | 39.7 |
Measuring Blood Pressure
Blood pressure is the force of the blood pulsing against the walls of the arteries. The pressure when the heart beats is called the systolic pressure (the first number in blood pressure readings). The pressure between beats, when the heart is at rest, is called the diastolic pressure. Any blood pressure below 140/90 is considered normal for an adult over 18.
Expression: In American English, we read blood pressure by saying the systolic number “over” the diastolic pressure. For example, 140/90 is read, “One Forty over Ninety”. Blood pressure is either “normal, high, or low”.
Taking a Pulse
Pulse_______/minute
The pulse is the rate at which a person's heart is beating. As the heart forces blood through the body, a throbbing can be felt in the arteries wherever they come close to the skin surface. The pulse can be taken at the wrist, neck, or upper arm.
Certain illnesses can cause the pulse to increase so it is helpful to know your resting pulse when you are well. The pulse rate rises about 10 beats per minute for every degree of fever.
· Count the pulse after the person has been sitting or resting quietly for 5 to 10 minutes.
· Place two fingers gently against the wrist as shown (don't use your thumb).
· If it is hard to feel the pulse in the wrist, locate the carotid artery in the neck, just to either side of the windpipe.
· Count the beats for 30 seconds, then double the result for beats per minute.
Normal Resting Pulse
Infant - 1 year 100 - 160 beats/minute
1 - 6 years 65 - 140 beats/minute
7 - 10 years 60 - 110 beats/minute
11 - adult 50 - 100 beats/minute
Expression: In American English we read the slash (/) as “per”. So 98 beats/minute is read as “Ninety-eight beats per minute”. We say that the pulse is “normal, rapid or fast, or slow”.
Counting Respiration Rates
Breaths_______/minute
Your respiration rate is how many breaths you take a minute. The best time to count respiration is when the person is resting, perhaps after taking the pulse while your fingers are still on their wrist. The person's breathing is likely to change if they know you are counting it. Respiration rate increases with fever and some illnesses.
· Count the rise and fall of the chest for one full minute.
· Notice whether there is any sucking in beneath the ribs or any apparent wheezing or difficulty breathing.
Normal Resting Respiration
Infant - 1 year 40 - 60 breaths/minute
1 - 6 years 18 - 26 breaths/minute
7 - adult 12 - 24 breaths/minute.
Expression: In American English, we read 20 breaths/minute as “Twenty breaths per minute.”
· Think back: Have you had this problem before? __________yes _________no
· What did you do for it?
-I took an aspirin.
-I lay down and rested.
-I stopped consuming caffeine.
-Nothing.
-I went to the hospital.
· Any changes in your life (stress, medication, food, exercise, etc.)?
-I've been under a lot of stress lately.
-I'm on a diet.
-I've started jogging every morning.
-I'm taking extra vitamins.
· Does anyone else at home or work have these symptoms?
Step 2. Learn more about it.
Step 3. Your "tentative" diagnosis.
· What is your diagnosis (what's wrong)?
-I think I have the flu.
-I'm suffering from depression.
-I may have food poisoning.
-I could be dehydrated.
· What will you do?
· Will you call a doctor? When?
| Allergic Rhinitis | Asthma | Cold | Flu | Pneumonia | SARS | |
Body Aches pains |
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| Chills | •• |
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| Cough | • |
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| Diarrhea | • |
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| Dizziness | • |
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| Fatigue Malaise | • |
••• |
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| Fever | • |
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| Headache | • |
••• |
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Nasal Congestion |
•• |
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Nausea/Vomit |
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Painful Breathing |
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Productive Cough |
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Shortness of Breath |
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| Sneezing | • |
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| Sore Throat | • |
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KEY
••• = commonly present, high or severe
•• = commonly present
• = can be present
blank = not usually present
Exercises and Activities for Listening Study Skill B:
In groups of two, three or four people, use the Healthstyle Approach Form, and fill out the form as if one of your group members is sick. Then create a role play in which a doctor talks to a patient over the phone. Other members of the group may be a nurse, a sick child a parent calling the doctor.
NGỮ PHÁP A:
Vừa mới + động từ
- Dùng để diễn tả một hành động hay một sự việc mới vừa diễn ra vào thời điểm nói.
Ví dụ:
Tôi vừa mới uống thuốc xong. - I have just taken some medicine.
Anh ấy vừa mới hết bệnh. - He has just recovered (from his sickness).
Chưa + động từ
- Dùng để diễn tả một hành động chưa xảy ra hay đã diễn nhưng chưa hoàn tất vào thời điểm nói.
Ví dụ:
Tôi chưa ăn sáng. - I haven’t had my breakfast yet.
…… chưa?
- Dùng ở cuối câu nghi vấn để hỏi một sự việc đã xảy ra hay chưa xảy ra.
Bạn uống thuốc chưa? Have you taken any medicine yet?
- Chưa
Bạn ăn cơm chưa?
- Rồi
Luyện tập
Đặt từ “chưa” hay “vừa mới” vào trong các câu sau cho phù hợp.
a. Lan giặt đồ.
b. Minh uống thuốc?
c. Tôi xông hơi bao giờ .
d. Bạn có đi khám bác sĩ bao giờ?
e. Bạn tôi bị bệnh SARS.
BÀI HỘI THOẠI
1. Hãy sắp xếp các câu sau thành một bài hội thoại.
a. Chào Dũng. Bạn có khoẻ không?
b. Cách đấy hay lắm. Tôi cũng hay xông mỗi khi bị cảm.
c. Bạn uống thuốc chưa?
d. Chào Hà. Tôi khoẻ. Còn bạn thì sao?
e. Thật à? Hy vọng là xông hơi xong tôi sẽ khoẻ hơn.
f. Tôi không được khoẻ lắm. Tôi bị cảm lạnh.
g. Rồi. Tôi vừa mới uống xong. Mẹ tôi sẽ cho tôi xông hơi.
h. Ồ. Chắc chắn rồi.
2. Hãy nghe đoạn hội thoại theo băng và kiểm tra câu trả lời của em.
3. Nghe lại lần nữa và trả lời các câu hỏi sau:
a. Ai bị bệnh?
b. Hai người bạn trong đoạn hội thoại có tin rằng xông hơi sẽ chữa khỏi cảm lạnh không?
c. Bạn có cách nào khác để chữa cảm lạnh không?
FURTHER DISCUSSION
1. Trong văn hoá của bạn, cách chữa bệnh nào là hữu hiệu hơn, truyền thống hay hiện đại?
In your opinions, which treatment is more effective, traditional or modern?
2. Làm gì để có sức khoẻ tốt?
What to do to have a good health?
Contact
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