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

   Pueblo y Educación. La Habana, 1990. 130.

   7- Simeón Negrín, Rosa Elena. La ciencia y la tecnología en Cuba. Revista Cubana de Medicina

   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: