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Appendices Appendix The Pretest and Posttest PRETEST/POSTTEST NUMBER OF QUESTIONS: 40 TIME PERMITED: HOUR QUESTIONS 1-7 Directions: For each question, locate that part of the passage in which the answer will probably be found and write down the line numbers in the blank at the end of the passage (Don’t worry about answering the questions themselves; concentrate on finding the information in the passage.) Josiah Flag of Boston was the first native-born American dentist He began practicing after his discharge from the army in 1783 Flag was one of the first to use gold foil in tilling teeth It was not until 1840 that dentistry became a profession in the United States That was the year in which the first dental school was organized in Baltimore The discovery of anesthesia was one of the most important developments in dentistry In 1844 Horace Wills, a dentist, inhaled nitrous oxide just before having a tooth extracted The tooth could then be pulled without pain Nitrous oxide, or laughing gas, along with oxygen, is still used to make dental procedures painless Two years after Will’s discovery, William Morton, also a dentist, gave a public demonstration of the anesthetic effects of ether The discovery of X rays in 1895 was another important development in dentistry It gave dentists a way of looking inside teeth to discover defects Quieter, faster drilling equipment, aimed at removing some of the discomfort from drilling, was developed by John V.Borden and others in the 1950s These drills work at such high speeds that they reduce the pain caused by the heat and pressure of drilling Before he became a dentist, what was Josiah Flagg’s occupation? _ According to the passage, where was the first dental school in the United States established? _ According to the passage, what was Horace Wills’s contribution to dentistry? _ According to the passage, which of the following combinations of chemicals is used today to reduce pain during dental procedures? _ According to the passage, why was the invention of the X ray important to dentistry? According to the passage, when were high-speed dental drills developed? According to the passage, how does a high-speed drill reduce dental pain? I QUESTIONS 8-13 Directions: Read the passage, and for each question, choose one best answer based on what is stated in the passage or on what can be inferred by circling A, B, C, or D Another critical factor that plays a part in susceptibility to colds is age A study done by the University of Michigan School of Public Health revealed particulars that seem to hold true for the general population Infants are the most cold-ridden group, averaging more than six colds in their first year Boys have more colds than girls up to age three After the age of three, girls are more susceptible than boys, and teenage girls average three colds a year to boys’ two The general incidence of colds continues to decline as people move into maturity Elderly people who are in good health have as few as one of two colds annually One exception is found among people in their twenties especially women who show a rise in cold infections People in this age group are most likely to have young children Adults who delay having children until their thirties and forties experience the same sudden increase in cold infections The paragraph that precedes this one most probably deals with (A) minor diseases other than colds (B) the recommended treatment of colds (C) another factor that affects susceptibility to colds (D) methods of preventing colds among elderly people What does the author claim about the study discussed in the passage? (A) It contains many inconsistencies (B) It specializes in children (C) Its results apparently are relevant for the population as a whole (D) It contradicts the results of earlier studies in the field 10 According to the passage which of the following groups of people is most likely to catch colds? (A) Infant boys (B) Young girls (C) Teenage boys (D) Elderly women 11 The passage supports which of the following conclusions? (A) Men are more susceptible to colds than women are (B) Children infect their parents with colds (C) People who live in a cold climate have more colds than those who live in a warm one (D) People who not have children are more susceptible to colds than those who II 12 The phrase “in this age group” (line 10) refers to (A) infants (B) people in their twenties (C) people in their thirties and forties (D) elderly people 13 The author’s tone in the passage could best be described as (A) neutral and objective (B) humorous (C) tentative but interested (D) highly critical QUESTIONS 14-24 Directions: Choose the most appropriate antibiotic for each of the patients based on the prescribing information on antibiotics which follows by writing down the particular antibiotic in the blank at the end of the sentence 14 A year-old-boy with meningitis due to pneumococcus He is allergic to penicillin. _ 15 A 67-year-old man with a history of chronic bronchitis now suffering from pneumonia The causative organism is resistant to tetracyline. _ 16 A 27-year-old woman with urinary tract infection in early pregnancy. 17 A 4-year-old girl with septic arthritis due to haemophilus influenzae. _ 18 A 18-year-old man with left leg amputation above the knee following a road traffic accident. _ 19 A 50-year-old woman with endocarditis caused by strep viridans. 20 A 13-year-old girl with disfiguring acne. _ 21 An 8-year-old boy with tonsillitis due to B-haemolytic streptococcus. 22 A 43-year-old dairyman with brucellosis. 23 A 4-year-old unimmunised sibling of a 2-year-old boy with whooping cough. 24 A 6- year old girl with otitis media She is allergic to penicillin 25 A 62- year old man with chronic prostatitis III CEFUROXIME BENZYLPENCILLIN Indication: see under Cefaclor; surgical prophy-laxis; more active against Haemophilus influ-enzae and Neisseria gonorrhoeae (Penicillin G) Cautions; Contra-indications; Side-effects: see under Cefaclor Dose: by mouth (as cefuroxime axetil)/ 250 mg twice daily in most infections including mild to moderate lower respiratory-tract infection (e.g.bronchitis); doubled for more severe lower respir-atory-tract infection or if pneumonia suspected Urinary-tract infections, 125 mg twice daily, doubled in pyelonephritis Gonorrhoea, 1g as a single dose CHILD over months, 125 mg twice daily, if necessary doubled in child over years with otitis media Gonorrhoea, 1,5g as a single dose by intramuscu-lar injection (divided between sites) Surgical prophylaxis, 1,5g by intravenous injection at induction; may be supplemented with 750 mg intramuscularly and 16 hours later (abdominal, pelvic, and orthopaedic operations) Indications: throat infection, otitis media, streptococcal endocarditis, meningococcal meningitis, pneumonia (see table 1); prophylaxis in limb amputation Cautions: history of allergy; renal impairment; interactions: Appendix (penicillin) Contra-indications: penicillin hypersensitivity Side-effects: sensitivity reactions including urticaria, fever, joint pains; angioedema; transient leucopenia and thromboycytopenia; anaphylactic shock in hypersensitive patients; diarrhoea after administration by mouth Dose: by slow intravenous injection or by infusion 7,2g daily in 4-6 divided doses to bacterial endocarditis Meningococal meningitis by slow intravenous injection or by infusion, 2,4g every 4-6 hours; Important If meningococcal disease is suspected general practitioners are advised to give a single injection of benzylpenicillin by intramuscular or by intravenous injection before transporting the patient urgently to hospital Suitable doses are: ADULT 1,2g; INFANT 300 mg; CHILD 1-9 years 600 mg 10 years and over as for adult Prophylaxis in limb amputation section 5.1, table Meningitis, 3g intravenously every hours; CHILD, 200-240 mg/kg daily (in 3-4 divided doses) reduced to 100 mg/kg daily after days or on clinical improvement; NEONATE 100 mg/kg daily reduced to 50 mg/kg daily AMPICILLIN ERYTHROMYCIN Indications: urinary-tract infections, otitis media, sinusitis, chronic bronchitis, invasive salmonell-osis, gonorrhoea Indications: alternative to penicillin in hypersensitive patients; campylobacter enteritis, pneumonia legionnaires’ disease, syphilis, non-gonococcal urethritis, chronic prostatitis, ance vulgaris (see section 13.6); diphtheria and whooping cough prophylaxis Cautions: history of allergy; renal impairment; erythematous rashes common in glandular fever, chronic lymphatic leukaemia, and possibly HIV infection; interactions: Appendix (penicillins) Contra-indications: penicillin hypersensitivity Side-effects: nausea, diarrhoea; rashes (discontinue treatment) Dose: by mounth, 0.25-1 g every hours, at least 30 minutes before food Cautions: hepatic and renal impairment; prologation of QT interval (ventricular tachycardia reported); porphyria (see section 9.8.2); pregnancy (not know to be harmful) and breast-feeding (only small mounts in milk); interactions: Appendix (erythromycin and other macrolides) Contra-indications: estolate contra-indicated in liver disease Side-effects: nausea, vomiting, abdominal discomfort, diarrhoea (antibiotic-associated colitis reported); urticaria, rashes and other allergic reactions; reversible hearing loss IV Gonorrhoea, 2-3.5 g as a single dose with probenecid g reported after large doses; cholestatic jaundice and cardiac effects (including chest pain and arrhythmias) also reported Urinary-tract infections, 500 mg every hours Dose: by mouth, ADULT and CHILD over years, 250500 ms every hours or 0.5-1 g every 12 hours (see notes above); up to g daily in severe infections; CHILD up to years 125 mg every doubled for severe infections By intramuscular injection or intravenous injection or infusion, 500 mg every 4-6 hours; higher doses in meningitis Acne, see section 13.6 CHILD under 10 years, any route, half adult dose Early syphilis, 500 mg times daily for 14 days TETRACYCLINE GENTAMICIN Indications: exacerbations of chronic bronchitis; brucellosis (see also notes above), chlamydia, mycoplasma, and rickettsia; pleural effusions due to malignancy or cirrhosis; acne vulgaris (see section 13.6) Indications: septicarmia and neonatal sepsis: meningitis and other CNS infections; biliary-tract infection acute pyelonephritis or prostatitis, endocarditis caused by Strep viridans or Strep faecalis (with a penicillin): pneumonia in hospital patients, adjunct in listerial meningitis (section 5.1 table 1) Cautions: hepatic impairment (avoid intravenous administration); renal impairment ( see Appendix 3); rarely causes photosensitivity; interactions: Appendix (tetracylines) Contra-indications: renal impairment (see Appendix 3), pregnancy and breast-feeding (see also Appendixes and 5), children under 12 years of age, systemic lupus erythematosus Side-effects: nausea, vomiting, diarrhoea; erythema (discontinue treatment); headache and visual disturbances may indicate benign intracranial hypertension; hepatoxicity, antibiotic-associated pancreatitis and colitis reported Dose: by mounth, 250 mg every hours, increased in severe infections to 500 mg every 6-8 hours Acne, see section 13.6 Primary, secondary, or latent syphilis, 500 mg every hours for 15 days Counselling: Tablets or capsules should be swallowed whole with plenty of fluid while sitting or standing By intravenous infusion, 500 mg every 12 hours; max g daily V Cautions: renal impairment, infants and elderly (adjust dose and monitor renal, auditory and vestibular function together with plasma gentamicin concentrations); avoid prolonged use; see also notes above; interactions: Appendix (aminoglycosides) Contra-indications: pregnancy, myasthenia gravis Side-effects: vestibular and auditory damage, nephrotoxicity; rarely, hypomagnesaemia on prolonged therapy, antibiotic-associated colitis; see also notes above Dose: by intramuscular or by slow intravenous injection over at least minutes or by intravenous infusion, 2-5 mg/kg daily (in divided doses every hours), see also notes above; reduce dose and measure plasma concentrations in renal impairment CHILD up to weeks, mg/kg every 12 hours, weeks12 years, mg/kg every hours PHENOXYMETHYLPENICILLIN (Penicillin V) Indications: tonsillitis, otitis media, erysipelas; rheumatic fever and pneumococcal infection prophylaxis (see table 2) Cautions; Contra-indication; Side-effects: see under Benzylpenicillin: interactions: Appendix (penicillins) Dose: 500 mg every hours increased to 750 mg every hours in severe infections; CHILD, every hours, up to year 62.5 mg, 1-5 years 125 mg, 6-12 years 250 mg Rheumatic fever and pneumococcal infection prophylaxis, section 5.1, table QUESTIONS 25 - 40 Fill in the gap to complete following passage (no more than word for each gap) Meningitis is an inflammation of the membranes and cerebrospinal fluid surrounding the brain and spinal cord, usually due to the spread of an infection In the past, most meningitis cases occurred (26) children younger than years But as a result of the protection offered by current childhood (27) , most meningitis cases now occur in young (28) between the ages of 15 and 24 Older adults also tend to have a higher incidence of (29) than young children The cause of most cases of meningitis is a viral (30) , but bacterial and fungal infections also can (31) to meningitis The severity of the inflammation and the best (32) depend (33) the cause of the infection Bacterial meningitis is generally much more serious than (34) meningitis, and timely treatment is (35) Left (36) , bacterial meningitis can be fatal (37) you suspect that you or someone in your family has signs or symptoms of meningitis, seek medical (38) right away There’s no way to tell what kind of meningitis you have (39) seeing your doctor and (40) testing - The end - VI Appendix Answer to the pretest and posttest Question Answer Line 1-2 Question 21 Answer Phenoxymethylpenicillin, 10 11 12 13 14 15 16 17 18 19 20 Line 4-5 Line 7-8 Line 8-9 Line 11-13 Line 14-15 Line 15-6-17 C C B D B C Gentamicin Benzylpenicillin/erythromycin Ampicillin Cefuroxime Benzylpenicillin Gentamicin, Benzylpenicillin Erythromycin, tetracycline 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Benzylpenicillin Tetracycline Erythromycin Cefuroxime, Ampicillin Erythromycin In Vaccines People Meninggitis Infection Lead Treatment On Viral Necessary Untreated If Care Without Undergoing Appendix The post - program questionnaires Post - program questionnaires This questionnaire is designed with a view to investigating students’ attitude towards the Extensive Reading program (ERP) All your responses are highly appreciated and kept anonymous VII Following are thirteen statements about the ERP We would like you to indicate your opinion about each of them by putting a check (√) in the column that best suits you (Y=Yes; NI = No idea; N = No) Statement The ERP didn’t give me more pleasure in learning English I wish I had been encouraged to read extensively with authentic materials before If I had been given a choice I wouldn’t have participated in this program The ERP helped to improve my reading skills If this program does not continue in the following school year, I will keep on exploiting authentic materials for extensive reading I feel more interested in and more enjoyable with the texts written by native medical specialists The reading texts didn’t help to expand my grammar and vocabulary The reading texts provided me with new language items (grammar and vocabulary) and consolidating language chances My knowledge background has been broaden thank to authentic materials 10 Post- reading activities help me to understand thoroughly what I’ve read and create a text of my own 11 Post- reading activities didn’t help me more confident in speaking English 12 Post- reading activities are attractive due to their authenticity 13 Post- reading activities didn’t make reading lesson more enjoyable 2 Y NI N Below are the six post - extensive reading activities included in the ERP Please put a check (√) under the appropriate column for each activity listed (Like, no idea or dislike) Activities Summarizing Closing exercise Completing case history/ diagnosis report Writing case history Role playing Presenting Like No idea Dislike Could you please answer the following questions to make the future program better? What you like most about this program? ………………………………………………………………………………………………………………………………… ……………………………………………….………………………………… …………………………………………… What don’t you like most about this program? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… What are your recommendations for future program? …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… Thank you very much for your co-operation ! Appendix Peer evaluation sheet for case history notes and diagnosis report Name:…………………… Group:…………………… PEER EVALUATION SHEET FOR CASE HISTORY NOES AND DAGNOSIS REPORT VIII No Week Name of the disease Doctor Vocabulary Grammar Medical knowledge 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Instructions: Fill in this sheet with the week numbers, name of the diseases discussed and the role players Then show your evaluation of each disease discussed by giving brief remarks on vocabulary, grammar and medical knowledge Appendix A sample of lesson plan LESSON PLAN Week General description: Skill (IR) Theme: Skimming, scanning and guessing new words Contagious diseases IX Material: IR: The text “Hepatitis” ER: The passage “Hepatitis B” Time allowance: 90 minutes (period 3-4, Thursday) Place: Room - Ho Dac Di building Subjects: Group Y2 A1 (27 students) IR (45’) Procedure: Part Lead - in (15’) Reading (20’) Purpose -Introduce the topic of the text -Elicit Ss’ background knowledge of the topic Time 5’ -Practice reading skills 3’ 5’ 5’ 5’ 9’ 3’ ER(45’) Follow -up (10’) Case history note or diagnosis report complete (45’) -Stimulate Ss to use the information from the reading to vocabulary exercise - Motivate Ss in extensive reading IR = Intensive reading Teacher (T) - Ask Ss to list as many contagious diseases as possible - Introduce “ Hepatitis” and ask Ss to tell what may cause Hepatitis - Ask Ss to discuss whether Hepatitis is more dangerous in children than in adults - Ask Ss to read the text - Ask Ss to tell what may cause Hepatitis and if it is more dangerous in children than in adults according to the text - Ask Ss to read the text again and answer questions below the text - Check Ss’ answers Students (Ss) - Say: cholera, SARS, chickenpox, etc - Tell the other what may cause Hepatitis Follow the T’s instructions - Read for the first time - Say - Read for the second time to answer the questions - Say their answer and discuss them with the T - Use the information from the reading to vocabulary exercise 10’ - Ask Ss to work individually or in pair to complete vocabulary exercise 20’25’ - Ask Ss to play role as a doctor and a patient to find out information for case history / doctor and doctor for diagnosis report - Play role as a doctor and a patient to find out information for case history / doctor and doctor for diagnosis report 25 -20’ - Ask Ss to exchange their notes for corrections and write down their remarks on peer’s note - Exchange the note and correct peer’s note ER = Extensive reading Appendix The reading materials for week Authentic materials X Hepatitis B Definition Hepatitis B is a serious liver infection caused by the hepatitis B virus (HBV) For some people, the infection becomes chronic, leading to liver failure, liver cancer, or cirrhosis - a condition that causes permanent scarring of the liver The hepatitis B virus is transmitted through contact with the blood and body fluids of someone who is infected A person is especially at risk if he/she is an intravenous (IV) drug user who shares needles or other paraphernalia, has unprotected sexual contact with an infected partner, or was born in or travel to parts of the world where hepatitis B is widespread In addition, women with HBV can pass the infection to their babies during childbirth Most people infected as adults recover fully from hepatitis B, even if their signs and symptoms are severe Infants and children are much more likely to develop a chronic infection Although no cure exists for hepatitis B, a vaccine can prevent the disease If someone has been already infected, taking certain precautions can help prevent spreading HBV to others Symptoms Most infants and children with hepatitis B never develop signs and symptoms The same is true for some adults Signs and symptoms usually appear 12 weeks after they are infected and can range from mild to severe They may include some or all of the following: • • Loss of appetite Nausea and vomiting • Weakness and fatigue • Abdominal pain, especially around your liver • Dark urine • Yellowing of your skin and the whites of your eyes (jaundice) • Joint pain Hepatitis B can damage the liver - and spread to other people - even if the patient doesn't have any signs and symptoms That's why it's important to be tested if someone thinks he/she has been exposed to hepatitis B or if he/she engages in behavior that puts him/her at risk The liver Causes The liver is primarily located on the right side of the abdomen, just beneath the lower ribs It performs many functions, including processing most of the nutrients absorbed from the intestines, removing drugs, alcohol and other harmful substances from the bloodstream, and manufacturing bile - the greenish fluid stored in the XI gallbladder that helps digest fats The liver also produces cholesterol, blood-clotting factors and certain other proteins The liver has an amazing capacity for regeneration - it can heal itself by replacing or repairing injured tissue In addition, healthy cells take over the function of damaged cells, either indefinitely or until the damage has been repaired Yet in spite of this, the liver is prone to a number of diseases that can cause serious or irreversible damage, including hepatitis B Acute vs chronic hepatitis B Hepatitis B infection may be either acute - lasting less than six months - or chronic, lasting six months or longer If the disease is acute, the immune system is usually able to clear the virus from the body, and the person should recover completely within a few months When the immune system can't fight off the virus, HBV infection may become life-long, possibly leading to serious illnesses such as cirrhosis and liver cancer Most people who acquire hepatitis B as adults have an acute infection But the outlook isn't nearly as hopeful for infants and children Most infants infected with HBV at birth and many children infected between and years of age become chronically infected Chronic infection may go undetected for decades until a person becomes seriously ill from liver disease Hepatitis B is one of six currently identified strains of viral hepatitis - the others are A, C, D, E and G Each strain is unique, differing from the others in severity and in the way it spreads Major ways transmission occurs People are most likely to become infected with HBV in the following ways: • • • • Sexual transmission People may become infected if they have unprotected vaginal, anal or oral sex with an infected partner whose blood, saliva, semen or vaginal secretions enter your body People can also become infected from shared sexual devices if they're not washed or covered with a condom The virus is present in the secretions of someone who's infected and enters the body through small tears that can develop in the rectum or vagina during sexual activity Transmission through needle sharing HBV is easily transmitted through needles and syringes contaminated with infected blood That's why sharing IV drug paraphernalia puts people at high risk of hepatitis B The risk increases if they inject drugs frequently or also engage in high-risk sexual behavior Although avoiding the use of injected drugs is the most reliable way to prevent infection, people may not choose to this If so, one way to reduce the risk is to participate in a needle exchange program in communities These programs allow people to exchange used needles and syringes for sterile equipment In addition, they should consider seeking counseling or treatment for their drug use Transmission through accidental needle sticks Hepatitis B is a concern for health care workers and anyone else who comes in contact with human blood If someone falls into one of these categories, get vaccinated against hepatitis B in addition to following routine precautions when handling needles and other sharp instruments Transmission from mother to child Pregnant women infected with HBV can pass the virus to their babies If someone has hepatitis B, she should have her baby receive a shot of hepatitis B immune globulin at birth, along with the first in a series of three hepatitis B vaccines, will greatly reduce her baby's risk of getting the virus I CHECKING COMPREHENSION A Read the passage and answer the following questions XII What are the functions of the liver? What is hepatitis B? List possible signs and symptoms of hepatitis B What is the main difference between the acute and the chronic hepatitis B? List some ways in which the hepatitis B virus can be spread B Summarize the passage II PRACTICING SPEAKING AND WRITING A Speaking Practice Instruction: (Pair work) Work with your partner to create a conversation between a doctor and his/her patient Student A should start, using prompt questions to get information for diagnosis and she/he should take notes during the interview Student B plays the part of a patient, the information in the passage should be used in supporting you to reply Prompt questions: Do you have alcohol or intravenous drug abuse? What colour are your stools and urine? Have you ever had a blood transfusion? Have you experienced skin itching? Do you practice protected sex? Have you suffered from unexplained fatigue? Have you had pain or weight loss? Does anyone in your family suffer from hepatitis B? B Writing practice Instruction: Using information collected from speaking task to complete the following diagnosis note DIAGNOSIS notes SURNAME AGE OCCUPATION PRESENT COMPLAINT O/E General Condition ENT RS CVS GIS GUS CNS IMMEDIATE PAST HITORY POINTS OF NOTE INVESTIGATIONS SEX XIII FIRST NAME MARITAL STATUS DIAGNOSIS MANAGEMENT XIV XV Appendix Result of the pretest and posttest Case Pretest 6 6 Experimental Group Posttest 9 8 Gain 2 2 XVI Pretest 8 Control group Posttest 6 Gain -2 0 0 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 6 6 6 7 7 6 7 7 8 8 9 7 1 1 1 1 2 1 2 XVII 8 6 8 7 8 6 8 5 7 0 0 0 0 0 0 0 0 ... Say - Read for the second time to answer the questions - Say their answer and discuss them with the T - Use the information from the reading to vocabulary exercise 10’ - Ask Ss to work individually... doctor and a patient to find out information for case history / doctor and doctor for diagnosis report 25 -20’ - Ask Ss to exchange their notes for corrections and write down their remarks on peer’s... Practice Instruction: (Pair work) Work with your partner to create a conversation between a doctor and his/her patient Student A should start, using prompt questions to get information for diagnosis