Table Of ContentMedical English
Volume 10
RESPIRATORY
CONDITIONS
A Unique and Practical Course
Listening, speaking, reading, writing, and role-plays using every-
day language in medical situations
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Students’ comments:
I heard about Ms. Vichert’s medical English courses
back in 2013 when I was looking for a comprehensive
summer program in which I could not only expand
my medical vocabulary but also practice the jargon
used among health care professionals.
Ms. Vichert’s three-month intensive program helped
me better understand medical terminology in general
and to master doctor/patient & doctor/doctor
communications through extensive role plays, clinical
simulations, listening activities etc. Starting from
greeting a patient in the office to taking his/her
history, from explaining his medical condition to
ordering lab work, from making a diagnosis to
breaking bad news, her unique program covered it all!
Moreover, written texts were supported by life-like
audio recordings that helped me get the hang of
authentic conversations that take place between
patients and health care providers in an English-
speaking country. I had found more than I was
looking for!
Being an English language teacher myself, I got back
to my country with lots of self-confidence and
innovative ideas. Ms. Vichert’s uniquely designed
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program inspired me and helped me set up a
professional English for medical purposes program at
university level.
It took me a full three months in Vancouver, Canada
to learn it all from the ground up. Now Ms. Vichert is
offering a similar opportunity to everyone around the
world in the comfort of their home via her books.
Don’t miss the chance!
Erdogan Erturkoglu
Assistant Director
Foreign Languages Department
The English For Medical Purposes Program
Bezmialem Vakif University, Istanbul, Turkey
Much attention and care was given to every aspect of
learning: vocabulary, grammar, pronunciation,
comprehension, formal/colloquial approach,
idiomatic expressions. Pikku is a lovely and
amazingly energetic lady who well knows the world
and its creatures!
I believe every student should try this enriching
experience, to improve spoken and written English
and, most of all, to achieve a broader view and
understanding of different cultures. This is especially
true for science and medicine, where English is the
common language and a basic requirement which
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opens many doors".
Elena Lora- Physiotherapist, Bologna
My experience with Medical English by Pikku
Vichert was extraordinary! We role played like in a
doctor’s office, we did clinical histories, we learned
technical language. I definitely improved my Medical
English skills and it really helps me now in my
Medical practice. So, I absolutely recommend the
course and the learning material!
Monica Almanza - Ophthalmologist, Mexico City
I was troubled that I couldn’t think in English the
same way as I could in my first language. With
VMEI, I spoke a lot of English in natural situations
and also read and listened. That allowed me to solve
my problem. I think Pikku is a treasure in my life.
Ikumi Yamamoto - Physiotherapist
The program is suitable for those looking to learn in
different ways in addition to the standard normal
ones. It changes the idea of old boring classes."
Ahmad M. Thuaimer - Intervential Radiology,
Dammam, Saudi Arabia
...Student’s comments continued at end of book
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These books are intended for adults
in the medical professions, doctors,
nurses, medical students,
pharmacists, medical technicians
and other professions where
medical terminology and usage is
needed. They are meant for students
who already know some English,
and who really want to learn.
Using the methods and unique curriculum developed
by Pikku Vichert, these books concentrate on the use
of English in a medical context. They teach both the
language and culturally appropriate communication
skills for practicing medical careers in an English-
speaking environment.
Pikku is a highly respected professional with a degree
in medicine and over 20 years of ESL experience. She
has researched all the standard methods of instruction
and adapted them to her own philosophy of learning.
She believes that students learn best if they are
thoroughly engaged and actively enjoying the
process.
email her at [email protected]
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HOW TO USE THIS BOOK
The best way to use these books is to have a
partner(s) or someone you can work with. You can do
it alone, but you will need some self-discipline to be
successful.
The bulk of the material is based on clinical histories,
where the interaction is between doctor/patient,
doctor/nurse, doctor/doctor, nurse/patient, nurse/nurse
and pharmacist/client.
After going over the vocabulary, the first step is to
read the dialogue out loud and understand as much as
possible. If it is done with someone else, then each
person reads a few sentences.
Then try to role play the dialogue. Doing it outside a
classroom, read it again, a few times out loud - if you
have a partner, role play it with the partner, taking
turns being different characters. If it is done in a class,
then the teacher should note down all the mistakes
and give the student a chance to correct them before
giving the students feedback and any remaining
corrections. If you are alone, you will have to find the
meanings of unknown words, and the mistakes
yourself. (thank goodness for the internet!)
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The listening materials and the role play materials are
done in the same way, each with its own emphasis.
The listening material, for example, concentrates on
pronunciation.
Pikku can help students who do not have partners, by
having regular video calls with them or by arranging
a partner for them.
email her at: [email protected]
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Table of Contents
DIALOGUES............................................................................................................... 9
1. COPD ....................................................................................................................9
2. ASTHMA ...............................................................................................................15
4. PRODUCTIVE COUGH ...............................................................................................28
5. WHAT TO DO ABOUT SNORING ..................................................................................34
ANSWERS..................................................................................................................41
ROLE PLAY .............................................................................................................. 49
ASSESSING THE THORAX AND LUNGS ...............................................................................49
NASAL CANNULA (NASAL PRONGS) .................................................................................52
OXYGEN DELIVERY WITH A VENTURI MASK ......................................................................53
PURSED LIP BREATHING ...............................................................................................57
DIAPHRAGMATIC BREATHING ........................................................................................59
PERFORMING TRACHEOSTOMY CARE ..............................................................................61
LISTENING .............................................................................................................. 64
1. ASTHMA ...............................................................................................................64
2. CROUP ..................................................................................................................69
3. CYSTIC FIBROSIS (CF) ..............................................................................................73
4. EMPHYSEMA ..........................................................................................................75
5. PNEUMONIA ..........................................................................................................79
6. PNEUMOTHORAX ....................................................................................................83
7. PULMONARY EMBOLISM ..........................................................................................87
9. TUBERCULOSIS (TB) ................................................................................................93
10. ACUTE BRONCHITIS ...............................................................................................96
11. PNEUMONIA ........................................................................................................99
ANSWERS............................................................................................................... 104
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Dialogues
1. COPD
Vocabulary for Barbara’s COPD
Damage – injury/harm
Tube – a hollow vessel or organ
Obstruction - blockage
Former – previous/earlier
Irritants – things causing something to be more
sensitive
Pollution – contamination/dirt of water, soil, and air
Contribute – help to cause/is an important factor
in/add
Floppy – loose and
flexible
Elasticity – able to return
to its original shape
Destroy – to put an end
to something
Inflammation – redness,
swelling, tenderness, heat
and pain in a part of body X-Ray with COPD
Mucus – slippery secretion from mouth, nose,
esophagus and/or other body cavities
Tend (verb) – is likely to
Clog - block
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Blessing - a special favor
Cure - remedy a way to make something healthy
permanently
Reverse – opposite in direction or position
Progression – movement forward
Prescribe – to order (by a doctor)
Advanced age – old age
Taken a toll – cause gradual damage over time
At this late date – late
Blessing in disguise – an unfortunate situation that
results in something positive
Practice your vocabulary – Barbara’s
Mom’s COPD
You may have to change the words below (in the
word bank) to make the sentences grammatically
correct
Word Bank: destroy, inflammation, former, tend,
damage, mucus, obstruction, contribute, reverse,
pollution
1. Doctor Jackson’s _______ nurse made headlines
in a newspaper, because she rescued a baby from
a burning building.
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