studio ed esercitazione - esp activities 3

Corso di Laurea in MEDICINA E CHIRURGIA
LINGUA INGLESE
PROF. ANGELO BACCARELLA
STUDIO ED ESERCITAZIONE - ESP ACTIVITIES 3
The Greek physician Hippocrates (ca. 460 BCE – ca. 370 BCE),
considered the father of medicine.
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Introduction
in Studio ed esercitazione ESP activities 3 we shall look at the respiratory apparatus and the human
digestive system, the grammar structures and the lexicon used and the expressions needed to
describe the organs of the human body, the processes, the systems etc. Furthermore, we shall
introduce new grammar items such as verbs derived from adjectives, phrasal verbs, and
prepositional phrases etc.
We shall also look at graphs and how to describe trends and tendencies; and, lastly medical
acronyms.
All the readings will not only introduce new grammar structures and new lexicon but will also try
to help you to understand how the English language ‘works’ in context through various activities.
These activities are based on teaching vocabulary from context (a set of words and sentences) to
help you understand meaning of what is expressed without knowing every word of sentence or
the whole text. Words are not taught separated from context but in context.
At the same time grammar is revisited through discovery, that is, it is taught implicitly and made
explicit through the process of inductive reasoning and the activities in Studio ed esercitazione ESP
activities 3 have the aim to guide you towards a generalised grammar rule or pattern through a
series of steps (tasks, texts, activities, etc.).
Angelo Baccarella
THE RESPIRATORY APPARATUS
The larynx
The larynx, commonly called the voice box, is an organ in the
neck of amphibians, reptiles, and mammals involved in
breathing, sound production, and protecting the trachea
against food aspiration. It manipulates pitch and volume. The
larynx houses the vocal folds (vocal cords), which are essential
for phonation. The vocal folds are situated just below where
the tract of the pharynx splits into the trachea and the
oesophagus.
GLOSSARIO MINIMO
the voice box
sound production
to house
pitch
the vocal folds
to split into
= (lett.) la scatola del suono
= produzione del suono
= alloggiare / albergare / contenere
= tono (relativo al suono)
= (lett.) pieghe vocali (corde vocali)
= suddividersi in / dividersi in
Notes:
There are many relative clauses in this text;
some are full relative clauses and some are
reduced passive relative clauses:
“The larynx, which is commonly called the
voice box, … which (the larynx) is involved in
…”
The verb “protecting” is in the -ing form
because it follows the preposition “in”:
“… involved in … protecting …”
The following verbs need a preposition to
become transitive:
to involve in
(prepositional verbs)
to split into
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STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Structure
Cartilages
There are nine cartilages, three unpaired and three paired, that support the mammalian larynx and form its
skeleton.
Unpaired cartilages:
• Thyroid cartilage: This forms the Adam's apple. It is usually larger in males than in females. The thyrohyoid
membrane is a ligament associated with the thyroid cartilage that connects the thyroid cartilage with the
hyoid bone.
• Cricoid cartilage: A ring of hyaline cartilage that forms the inferior wall of the larynx. It is attached to the
top of the trachea. The median cricothyroid ligament connects the cricoid cartilage to the thyroid cartilage.
• Epiglottis: A large, spoon-shaped piece of elastic cartilage. During swallowing, the pharynx and larynx rise.
Elevation of the pharynx widens it to receive food and drink; elevation of the larynx causes the epiglottis to
move down and form a lid over the glottis, closing it off.
Paired cartilages:
• Arytenoid cartilages: Of the paired cartilages, the arytenoid cartilages are the most important because they
influence the position and tension of the vocal folds. These are triangular pieces of mostly hyaline cartilage
located at the posterosuperior border of the cricoid cartilage.
• Corniculate cartilages: Horn-shaped pieces of elastic cartilage located at the apex of each arytenoid
cartilage.
• Cuneiform cartilages: Club-shaped pieces of elastic cartilage located anterior to the corniculate cartilages.
Translate the following words and expressions into English:
compone la parete inferiore
sollevamento
parti triangolari
a forma di clava / randello
=
=
=
=
…………………………………………
…………………………………………
…………………………………………
…………………………………………
Translate the following words and expressions into Italian:
unpaired cartilages
the Adam's apple
during swallowing
Answer the following questions.
How many cartilages are there?
What are their function?
Epiglottis: A large, spoon-shaped
piece of elastic cartilage. During
swallowing, the pharynx and larynx
rise. Elevation of the pharynx widens
it to receive food and drink; elevation
of the larynx causes the epiglottis to
move down and form a lid over the
glottis, closing it off.
= …………………………………………
= …………………………………………
= …………………………………………
GLOSSARIO MINIMO
paired
= appaiati / contrapposti
unpaired
= spaiati / non accoppiati
wall
= parete / muro
spoon-shaped = a forma di cucchiaio
to swallow = inghiottire
to rise
= sollevare
a lid
= coperchio
to close off = chiudere / isolare (phrasal verb)
border
= limite / confine
horn
= corno
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STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
GRAMMAR NOTES
Note the verb “to widen” in the description of the epiglottis; it is a verb ending in -en based on the adjective
“wide”.
There are a small number of verbs made from adjectives (or occasionally nouns based on adjectives) with
-en added, meaning to make something more of that quality the adjective describes
(rendere più + la qualità descritta dall’aggettivo. Esempio: “sweetness” = rendere più dolce / addolcire).
These verbs fall into a number
Dimensions and shape
Light and colour
Density and composition
Others
EXERCISE
of categories:
- lengthen, shorten, straighten, etc.
- brighten, darken, whiten, etc.
- harden, soften, thicken, etc.
- freshen, ripen, sweeten, etc.
Complete the following table writing the Italian word needed to translate the English word:
(Careful – it is not always possible to translate the English word – sometimes an Italian expression is needed)
Adjective
Italian
Noun
deep
profondo
depth
high
height
Italian
altezza
Verb
Italian
deepen
(rendere più profondo )
heighten
wide
ampio
width
widen
long
lungo
length
lengthen
straight
dritto
straightness
straighten
raddrizzare
shorten
accorciare
shortage (= not enough)
shortness (= not tall )
short
essere a corto di
bassezza
ampliare
hard
duro
hardness
harden
soft
morbido
softness
soften
tight
stretto
tightness
tighten
stringere
loose
largo
looseness
loosen
allargare
strong
strength
forza
strengthen
weak
weakness
debolezza
weaken
indebolire
fresh
fresco
freshness
freschezza
freshen
ripe
maturo
ripeness
maturazione
ripen
sweet
dolce
sweetness
dolcezza
sweeten
dark
scuro
darkness / dark
oscurità / oscuro darken
bright
luminoso
brightness
brighten
white
bianco
whiteness
whiten
imbiancare
(rendere più bianco )
heavy
pesante
weight
weigh
pesare
large
grande / ampio
enlargement
low
basso
lowering
Exceptions:
peso
enlarge
abbassamento
lower
Further grammar notes:
The interrogative adverb HOW is usually used with adjectives and the interrogative adjective WHAT is usually
used with nouns in questions on measurements:
age (età), size (misura), weight (peso), length (lunghezza), breadth (larghezza), width (ampiezza),
height (altezza), depth (profondità):
How old is he? (che età ha?)
How deep is the water?
(quanta è profonda l’acqua?)
What age is she?
What height / length / size is your room?
The verb TO BE is always used in these kinds of
questions.
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STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
The most important role of the larynx is its
protecting function; the prevention of foreign
objects from entering the lungs by coughing and
other reflexive actions. A cough is initiated by a
deep inhalation through the vocal folds,
followed by the elevation of the larynx and the
tight adduction (closing) of the vocal folds. The
forced expiration that follows, assisted by tissue
recoil and the muscles of expiration, blows the
vocal folds apart, and the high pressure expels
the irritating object out of the throat. Throat
clearing is less violent than coughing, but is a
similar increased respiratory effort countered by
the tightening of the laryngeal musculature.
GLOSSARIO MINIMO
adduction
tissue
recoil
to blow
to counter
musculature
= adduzione
= tessuto
= ritrarre / ritirare
= soffiare
= contrastare / controbattere
= muscolatura
There are many adjectives in English that end in -ED or -ING.
-ED adjectives are used to talk about a person’s feelings or
opinions; they are also used to indicate the result or effect of
an action on someone or something.
An adjective that ends in -ING is used to describe things,
people, places, activities. They express the process of the
action itself.
Do not confuse the -ED adjectives with the past participles (in
the passive voice and the perfect tenses) and the -ING
adjectives with the verbal nouns (the -ING form).
In this passage, the adjective “tight” is used as an adjective
and then its verb “tighten” is used as a noun: “tightening”.
Notice also the -ING form after prepositions.
Verbs
-ING form
entering
coughing
Verbs
-ED form
initiated
followed
assisted
countered
Adjectives
Nouns
protecting
irritating
forced
increased
clearing
coughing
tightening
Answer the following questions.
How does the larynx protect the lungs?
What is a cough? How is a cough initiated?
What happens during coughing?
Is coughing more violent than throat
clearing?
The trachea and bronchi
The trachea, colloquially called windpipe, is a tube that connects the pharynx and larynx to the lungs, allowing
the passage of air, and so is present in all air-breathing animals with lungs. The trachea extends from the
larynx and branches into the two primary bronchi. At the top of the trachea the cricoid cartilage attaches it
to the larynx. This is the only complete ring, the others being incomplete rings of reinforcing cartilage. The
trachealis muscle joins the ends of the rings and these are joined vertically by bands of fibrous connective
tissue, the annular ligaments of trachea. The epiglottis closes the opening to the larynx during swallowing.
Translate the following words and expressions into English:
che permette il passaggio dell’aria
si dirama nei due bronchi primari
l’epiglottide chiude l’apertura
= …………………………………………
= …………………………………………
= …………………………………………
Translate the following words and expressions into Italian:
air-breathing animals with lungs
these are joined vertically by bands
GLOSSARIO MINIMO
= laringotracheobronchite
= abbaiare
colloquially = colloquialmente
air-breathing = che respira aria
to branch
= diramarsi
a ring
= anello
a band
= fascia / banda
= …………………………………………
= …………………………………………
Inflammation
Inflammation of the trachea is known as tracheitis. When the
trachea is inflamed as well as the larynx and bronchi, this is known
as croup, which often causes a distinct, barking cough.
croup
to bark
GLOSSARIO MINIMO
Notes:
There are two conjunctions used in this
passage:
as well as = così come / oltre a
as
= come
5
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Bronchi
A bronchus, also known as a main or primary bronchus, is a passage of
airway in the respiratory tract that conducts air into the lungs. There is a
right bronchus and a left bronchus and these bronchi branch into smaller
secondary and tertiary bronchi which branch into smaller tubes, known as
bronchioles. No gas exchange takes place in the bronchi.
Notes:
Order in terms of importance:



main / primary
secondary
tertiary
GLOSSARIO MINIMO
airway
to take place
= via respiratoria
= avvenire / aver luogo (phrasal verb)
Structure
The trachea (windpipe) divides into two main or primary bronchi, the left and the right. …
The right main bronchus is wider, shorter, and more vertical than the left main bronchus. It enters the right
lung at approximately the fifth thoracic vertebra. The right main bronchus subdivides into three secondary
bronchi (also known as lobar bronchi), which deliver air to the three lobes of the right lung—the superior,
middle and inferior lobe. …
The left main bronchus is smaller in calibre but longer than the right, being 5 cm long. It enters the root of
the left lung opposite the sixth thoracic vertebra. …
The left main bronchus divides into two secondary or lobar bronchi to deliver air to the two lobes of the left
lung—the superior and the inferior lobe.
The secondary bronchi divide further into tertiary bronchi, (also known as segmental bronchi), each of which
supplies a bronchopulmonary segment. A bronchopulmonary segment is a division of a lung separated from
the rest of the lung by a septum of connective tissue. This property allows a bronchopulmonary segment to
be surgically removed without affecting other segments. …
The tertiary bronchi divide into many smaller bronchioles which divide into terminal bronchioles, each of
which then gives rise to several respiratory bronchioles, which go on to divide into two to eleven alveolar
ducts. There are five or six alveolar sacs associated with each alveolar duct. The alveolus is the basic
anatomical unit of gas exchange in the lung.
The main bronchi have relatively large lumens that are lined by respiratory epithelium. This cellular lining
has cilia departing towards the mouth which removes dust and other small particles. There is a smooth
muscle layer below the epithelium arranged as two ribbons of muscle that spiral in opposite directions. …
A bronchus has cartilage plates, smooth muscle, and mucus-secreting gland-cells in its wall. It also has lining
cells with cilia departing towards the mouth; this removes dust and other small debris.
Translate the following phrases into English:
Entra dentro il polmone destro all’altezza (circa) della V vertebra toracica.
= ………………………………………………………………………………………………………………
Un segmento broncopolmonare è una sezione di un polmone separato dal resto del
polmone da un setto di tessuto connettivo.
= ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
C’è uno strato di muscolo liscio al di sotto l’epitelio ordinato come due fasce.
= ………………………………………………………………………………………………………………
Translate the following phrases into Italian:
The right main bronchus is wider, shorter, and more vertical than the left main
bronchus.
= ………………………………………………………………………………………………………………
… which deliver air to the three lobes of the right lung.
= ………………………………………………………………………………………………………………
The main bronchi have relatively large lumens that are lined by respiratory
epithelium.
= ………………………………………………………………………………………………………………
GLOSSARIO MINIMO
to divide into
to subdivide into
the root
a septum
surgically
to give rise
to go on
a duct
a lumen
to line
lining
cilia
dust
debris
to arrange
a ribbon
to spiral
a plate
= dividere in
= suddividere in
= radice
= setto
= chirurgicamente
= dare luogo
= continuare
= dotto
= lumen
= rivestire
= rivestimento
= ciglia
= polvere
= detriti / residui
= ordinare / sistemare
= nastro / striscia
= muoversi a spirale
= piastra / copertura
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STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Bronchitis
Bronchitis is defined as inflammation of the bronchi, which can either be
acute or chronic. Acute bronchitis is usually caused by viral or bacterial
infections. Most sufferers of chronic bronchitis also suffer from chronic
obstructive pulmonary disease (COPD), and is usually associated with
smoking or long-term exposure to irritants.
GLOSSARIO MINIMO
bronchitis
a viral infection
a bacterial infection
a sufferer
chronic obstructive pulmonary disease
COPD
= bronchite
= un’infezione virale
= un’infezione batterica
= un sofferente
= broncopneumopatia cronica ostruttiva
= BPCO
Aspiration
While the left mainstem bronchus departs from the trachea at an angle, the
right mainstem bronchus is almost a vertical continuation of the trachea.
This anatomy predisposes the right lung to several problems:
if food, liquids, or foreign bodies are aspirated, they often will lodge in the
right mainstem bronchus. Aspiration pneumonia may result. …
GLOSSARIO MINIMO
mainstem bronchi
foreign
bodies
to lodge
pneumonia
= bronchi principali
= estraneo / straniero
= corpi / materie
= bloccarsi / incastrarsi / (alloggiare)
= polmonite
Asthma
Asthma is hyperactivity of the bronchi with an inflammatory component,
often in response to allergens.
In asthma, the constriction of the bronchi can result in a difficulty in
breathing giving shortness of breath; this can lead to a lack of oxygen
reaching the body for cellular processes. In this case an asthma puffer can
be used to rectify the problem. The puffer administers a bronchodilator,
which serves to soothe the constricted bronchi and to re-expand the
airways. This effect occurs quite quickly.
GLOSSARIO MINIMO
an allergen
constriction
shortness of breath
a lack
an asthma puffer
to administer
to soothe
= allergene
= costrizione / restrizione
= respiro corto / fiato corto
= carenza / mancanza
= inalatore per l’asma
= somministrare (med.) / amministrare
= lenire / confortare
Notes:
Correlative conjunctions are
used in pairs, in order to show
the relationship between the
ideas expressed in different
parts of a sentence. For
instance, in the following
example, the expression either
... or is used to indicate that the
ideas expressed in the two
clauses represent two
alternative choices of action.
Notes:
The conditional sentence of the
first type:
Main clause Simple Future +
If-Clause Simple Present
This type of sentence implies
that the action in the IF-CLAUSE
is quite probable.
Notes:
The modal can has been used
to indicate a theoretical
possibility.
The relative pronoun which
introduces a non-defining
relative clause adding
information to the noun
bronchodilator.
The infinitives after the verb are
infinitives of purpose.
Quite is an adverb of degree
and modifies both adverbs and
adjectives.
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STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
The pleurae
In human anatomy, the pleural cavity is the potential space between the two pleurae (visceral and
parietal) of the lungs. A pleura is a serous membrane which folds back onto itself to form a two-layered
membranous structure. The thin space between the two pleural layers is known as the pleural cavity and
normally contains a small amount of pleural fluid. The outer pleura (parietal pleura) is attached to the
chest wall. The inner pleura (visceral pleura) covers the lungs and adjoining structures, via blood vessels,
bronchi and nerves.
The parietal pleura is highly sensitive to pain, while the visceral pleura is not, due to its lack of sensory
innervation.
Diseases of the pleural cavity include:
Pneumothorax: a collection of air within the pleural cavity
Pleural effusion: a fluid accumulation within the pleural space.
Pleural tumours: abnormal growths on the pleurae.
Translate the following phrases into Italian:
The pleural cavity is the potential space between the two pleurae.
= ………………………………………………………………………………………………………………
A pleura is a serous membrane which folds back onto itself.
= ………………………………………………………………………………………………………………
The outer pleura is attached to the chest wall.
= ………………………………………………………………………………………………………………
The inner pleura covers the lungs and adjoining structures.
= ………………………………………………………………………………………………………………
The parietal pleura is highly sensitive to pain.
= ………………………………………………………………………………………………………………
A collection of air within the pleural cavity.
= ………………………………………………………………………………………………………………
intercostal muscles =
muscoli intercostali
chest wall = gabbia toracica
rib cage = cassa toracica
thoracic vertebrae =
vertebre toraciche
sternum = sterno
GLOSSARIO MINIMO
serous
= sieroso
to fold
= ripiegare
outer
= esterno / esteriore
chest wall
= gabbia toracica
inner
= interno / interiore
via
= per mezzo di / attraverso
a blood vessel = vaso sanguigno
sensitive
= sensibile
due to
= dovuto a / a causa di
sensory
= sensorio / sensoriale
innervation
= innervazione
pneumothorax = pneumotorace
pleural effusion= effusione pleurale
pleural tumour = tumore pleurale
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STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
The lungs
The human lungs are the organs of respiration. Humans have
two lungs, a right lung and a left lung. The right lung consists of
three lobes while the left lung is slightly smaller consisting of
only two lobes (the left lung has a "cardiac notch" allowing
space for the heart within the chest). Together, the lungs
contain approximately 2,400 kilometres (1,500 mi) of airways
and 300 to 500 million alveoli.
Estimates of the total surface area of lungs vary from 30-50
square metres up to 70-100 square metres (1076.39 sq ft) (8.4
x 8.4 m) in adults — which might be roughly the same area as
one side of a tennis court. However, such estimates may be of
limited use unless qualified by a statement of scale at which
they are taken.
Furthermore, if all of the capillaries that surround the alveoli
were unwound and laid end to end, they would extend for
about 992 kilometres (616 mi). The lungs together weigh
approximately 1.3 kilograms (2.9 lb), with the right lung
weighing more than the left. …
GLOSSARIO MINIMO
cardiac notch
to unwind (unwound)
to lay (laid)
end to end
= incavo / buco cardiaco
= srotolare / distendere
= stendere / spiegare
= da capo a piedi / in fila indiana
Lengths
Unit
= campo da tennis
= campo da calcio
= campo da rugby
Answer the following questions:
1) What are the human lungs?
2) How many lungs do humans have and
how are they structured?
3) Why is the left lung smaller than the
right lung?
4) How long are the airways contained
in the two lung?
5) What are the estimates of the total
surface area of lungs in adults?
6) How long would all of the capillaries
extend for if they were unwound and
laid end to end?
7) How much do the two human lungs
weigh?
in meters
Unit
in kilograms
0.001
0.01
0.1
1
1000
Metric System
milligram [mg]
gram [g]
decagram [dkg]
kilogram [kg]
metric ton
0.000001
0.001
0.01
1
1000
Imperial and US Unit System
ounce [oz]
pound [lb]
stone
US hundredweight [cwt]
Imperial hundredweight [cwt]
short Ton [S/T]
long Ton [L/T]
grain [gr]
0.028349523
0.45359237
6.35029318
45.359237
50.80234544
907.18474
1016.0469088
0.00006479891
Imperial and US Unit System
inch [in]
foot [ft]
yard [yd]
mile [mi]
league
tennis court
football pitch / field
rugby pitch / field
Weights
Metric Unit System
millimetre [mm]
centimetre [cm]
decimetre [dcm]
meter [m]
kilometre [km]
Notes:
0.0254
0.3048
0.9144
1609.344
4827.93696
Imperial and US Unit System
Imperial and US Unit System
1 foot = 12 inches
1 yard = 3 feet
1 mile = 1,760 yards
16 drams = 1 ounce
16 ounces = 1 pound
14 pounds = 1 stone
112 pounds = 1 hundredweight
2240 pounds = 1 ton
2 stones = 1 quarter
4 quarters = 1 hundredweight
20 hundredweight = 1 ton
1 foot = 12 inches
1 yard = 3 feet = 36 inches
1 mile = 1,760 yards = 5,280 feet = 63,360 inches
9
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
The lungs are prone to infectious diseases. Tuberculosis is a serious
infectious disease of the lung as is bacterial pneumonia.
Pulmonary fibrosis is a condition that can prove fatal. The lung tissue is
replaced by fibrous connective tissue, which causes irreversible lung
scarring.
Lung cancer can often be incurable. Also cancers in other parts of the body
can be spread via the bloodstream and end up in the lungs where the
malignant cells can metastasise.
A pulmonary embolism is a blood clot that becomes lodged in the lung.
GLOSSARIO MINIMO
infectious diseases
bacterial pneumonia
pulmonary fibrosis
irreversible lung scarring
lung cancer
bloodstream
malignant cells
to metastasise
pulmonary embolism
blood clot
= malattie infettive
= polmonite batterica
= fibrosi polmonare
= cicatrizzazione irreversibile polmonare
= tumore al polmone
= flusso sanguigno
= cellule maligne
= metastatizzare
= embolia polmonare
= coagolo / trombo
Answer the following questions:
1) What are lungs prone to?
2) What is pulmonary fibrosis?
3) Can cancers from other parts
of the body spread to the
lungs?
4) How do cancers from other
parts of the body reach the
lungs?
5) What is a pulmonary
embolism?
10
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Human digestive system
In the human digestive system, the process of digestion has many stages, the first of which starts in the
mouth (oral cavity). Digestion involves the breakdown of food into smaller and smaller components which
can be absorbed and assimilated into the body. The secretion of saliva helps to produce a bolus which can
be swallowed in the oesophagus to pass down into the stomach.
Saliva also contains a catalytic enzyme called amylase which starts to act on food in the mouth. Digestion is
helped by the mastication of food by the teeth and also by the muscular contractions of peristalsis. Gastric
juice in the stomach is essential for the continuation of digestion as is the production of mucus in the
stomach.
Peristalsis is the rhythmic contraction of muscles that begins in the oesophagus and continues along the wall
of the stomach and the rest of the gastrointestinal tract. This initially results in the production of chyme *
which when fully broken down in the small intestine is absorbed into the blood. Most of the digestion of
food takes place in the small intestine. Water and some minerals are reabsorbed back into the blood, in the
colon of the large intestine. The waste products of digestion are defecated from the anus via the rectum.
*Chyme: the semifluid mass of partly digested food.
Translate the following phrase into English:
La digestione comporta la decomposizione del cibo in pezzi sempre più
piccoli che possono essere assorbiti e assimilati dal corpo.
= ………………………………………………………………………………………………………………
= ………………………………………………………………………………………………………………
GLOSSARIO MINIMO
breakdown
to pass down
to break down
to take place
to defecate
= decomposizione
= trasmettere
= guastarsi / scomporre
= aver luogo / avenire
= defecare
11
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Mouth
The mouth, is the first part of the alimentary canal
and is equipped with several structures that begin
the first processes of digestion. These include
salivary glands, teeth and the tongue. The mouth,
consists of two regions, the vestibule and the oral
cavity proper. The vestibule is the area between
the teeth, lips and cheeks, and the rest is the oral
cavity proper. Most of the oral cavity is lined with
oral mucosa - a mucous membrane that produces
a lubricating mucus, of which only a small amount
is needed. Mucous membranes vary in structure in
the different regions of the body but they all
produce a lubricating mucus, which is either
secreted by surface cells or more usually by
underlying glands. … Mucus helps in the
mastication of food in its ability to soften and
collect the food in the formation of the bolus.
Translate the following expressions into English:
Il cavo orale
= ……………………………………
La mucosa orale = ……………………………………
GLOSSARIO MINIMO
to equip
the vestibule
underlying
to soften
a bolus
= equipaggiare/ fornire
= vestibule
= sottostante
= ammorbidire
= un bolo
Translate the following expressions and phrases into Italian :
The first processes of digestion = ……………………………………
Most of the oral cavity is lined with oral mucosa
= …………………………………………………………………………
Oral cavity
There are three pairs of main salivary glands and between 800 and 1,000 minor salivary glands, all of which
mainly serve the digestive process, and also play an important role in the maintenance of dental health and
general mouth lubrication, without which speech would be impossible. The main glands are all exocrine
glands, secreting via ducts. All of these glands terminate in the mouth. … The glands also secrete amylase a
first stage in the breakdown of food acting on the carbohydrate in the food to transform the starch content
into maltose.
There are other glands on the surface of the tongue that encircle taste buds on the back part of the tongue
and these produce a serous fluid which contains lipase (lingual lipase). Lipase is a digestive enzyme that
catalyses the hydrolysis of lipids (fats). These glands are termed Von Ebner's glands which have also been
shown to have another function in the secretion of histatins which offer an early defence (outside of the
immune system) against microbes in food, when it makes contact with these glands on the tongue tissue.
Sensory information can stimulate the secretion of saliva providing the necessary fluid for the tongue to
work with and also to ease swallowing of the food.
Translate the following phrases into English:
Il processo digestivo
= ……………………………………
La cura della salute dentale e la lubrificazione generale del cavo orale
= ………………………………………………………………………………………………………
La secrezione di histatins
= ……………………………………
Il sistema immunitario
= ……………………………………
La secrezione della saliva
= ……………………………………
Facilitare la deglutizione del cibo = ……………………………………
GLOSSARIO MINIMO
salivary glands = ghiandole salivari
exocrine glands = ghiandole esocrine
amylase
= amilasi
starch content = contenuto di amido
maltose
= maltosio
to encircle
= circondare
a serous fluid
= un fluido / liquido sieroso
lipase
= lipase (enzima)
histatins
= histatins
to ease
= alleviare / facilitare
to swallow
= inghiottire
12
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Saliva
Saliva ( /səˈlaɪ.və/ ) functions initially in the digestive system to moisten and soften food into the
formation of a bolus. The bolus is further helped by the lubrication provided by the saliva in its passage
from the mouth into the oesophagus. Also of importance is the presence in saliva of the digestive enzymes
- amylase and lipase. Amylase starts to work on the starch in carbohydrates, breaking it down into the
simple sugars of maltose and dextrose that can be further broken down in the small intestine. Saliva in the
mouth can account for 30% of this initial starch digestion. Lipase starts to work on breaking down fats.
Lipase is further produced in the pancreas where it is released to continue this digestion of fats. …
As well as its role in supplying digestive enzymes, saliva has a cleansing action for the teeth and mouth,
and has an immunological role in supplying antibodies to the system, such as immunoglobulin A. This is
seen to be key in preventing infections of the salivary glands, importantly that of parotitis.
Translate the following phrases into English:
La formazione di un bolo = ………………………………………………
Gli enzimi digestivi
= ………………………………………………
La saliva nella bocca risponde per il 30 % della digestione iniziale dell’amido
= ………………………………………………………………………………………………………………
La saliva ha una azione ripulente sia per i denti che per la bocca in generale
= ………………………………………………………………………………………………………………
GLOSSARIO MINIMO
to moisten
to release
to supply
to cleanse
parotitis
= inumidire
= rilasciare
= fornire
= pulire / detergere
= parotite
Tongue
Food enters the mouth where the first stage in the digestive process takes place, with the action of the
tongue and the secretion of saliva. The tongue is a fleshy and muscular sensory organ, and the very first
sensory information is received via the taste buds on its surface. If the taste is agreeable, the tongue will go
into action, manipulating the food in the mouth, which stimulates the secretion of saliva from the salivary
glands. The liquid quality of the saliva will help in the softening of the food and its enzyme content will start
to break down the food whilst it is still in the mouth. The first part of the food to be broken down is the
starch of carbohydrates.
The tongue is attached to the floor of the mouth by a ligamentous band called the fraenum and this gives it
great mobility for the manipulation of food (and speech); the range of manipulation is optimally controlled
by the action of several muscles and limited in its external range by the stretch of the fraenum. …
Translate the following phrases into English:
un organo sensoriale carnoso e muscoloso.
= ………………………………………………………………………………………………………………
stimolare la secrezione della saliva dalle ghiandole salivari.
= ………………………………………………………………………………………………………………
Translate the following phrases into Italian:
the very first sensory information is received via the taste buds on its surface.
= ………………………………………………………………………………………………………………
the tongue is attached to the floor of the mouth.
= ………………………………………………………………………………………………………………
the manipulation of food and speech.
= ………………………………………………………………………………………………………………
GLOSSARIO MINIMO
fleshy
= carnoso
agreeable
= gradevole / favorevole
the taste buds
= le papille gustative
the floor
= il fondo / pavimento
the softening
= l’ammorbidimento
starch
= amido
a ligamentous band=
un filamento “legamentoso”
(lamina tissutale di natura fibro-mucosa)
the fraenum
= frenulo (linguale)
the range
= il raggio / la portata
the stretch
= l’elasticità
13
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Taste
Taste is a form of chemoreception that takes place in the specialised receptors of taste cells, contained in
structures called taste buds in the mouth. Taste buds are mainly on the upper surface (dorsum) of the
tongue. Taste perception is vital to help prevent harmful or rotten foods from being consumed. This is a
function of the gustatory system where the taste buds are at the forefront. There are taste buds elsewhere
in the mouth not just on the surface of the tongue. … The brain can distinguish between the chemical
qualities of the food. The five basic tastes are referred to as those of saltiness, sourness, bitterness and
sweetness, and the most recent addition of a certain savouriness termed umami*.
The detection of saltiness and sourness enables the control of salt and acid balance. The detection of
bitterness warns of poisons – many of a plant's defences are of poisonous compounds that are bitter.
Sweetness guides to those foods that will supply energy; the initial breakdown of the energy-giving
carbohydrates by salivary amylase creates the taste of sweetness since simple sugars are the first result. The
taste of umami is thought to signal protein-rich food. Sour tastes are acidic which is often found in bad food.
The brain has to decide very quickly whether to eat the food or not. …
The olfactory receptors are located on cell surfaces in the nose which bind to chemicals enabling the
detection of smells. It is assumed that signals from taste receptors work together with the signals from those
in the nose, to form an idea of complex food flavours.
*umami = "grasso": in lingua giapponese significa "saporito" e indica per la precisione il sapore di glutammato .
Translate the following phrases into Italian:
Taste buds are mainly on the dorsum of the tongue.
Taste buds are everywhere in the mouth and not just on the surface
of the tongue.
The chemical qualities of the food can be distinguished by the brain.
The control of salt and acid balance is enabled by the detection of
saltiness and sourness.
Those foods that will supply energy are guided by sweetness.
The taste of sweetness is created by the initial breakdown of the
energy-giving carbohydrates by salivary amylase.
To form an idea of complex food flavours, signals from taste receptors
work together with the signals from those in the nose.
GRAMMAR NOTES
Be careful!
The verbs of perceiving: FEEL, HEAR, SEE, SMELL, TASTE (and we
can also include verbs which have as their subject the thing
perceived, such as SOUND and LOOK) are verbs which normally do
not take the progressive (or continuous) form
e.g.:
I taste the sweet
( I am tasting the saltiness )
GLOSSARIO MINIMO
receptors
= ricettori
taste cells
= cellule del gusto
taste buds
= papille gustative
upper
= superiore
harmful
= dannoso
rotten
= marcio
forefront
= in primo piano / avanguardia
elsewhere
= altrove
saltiness
= salinità
sourness
= acidità
bitterness
= amarezza
sweetness
= dolcezza
savouriness
= saporito
detection
= rilevamento / scoperta
to enable
= permettere
to warn
= avvertire
poison
= veleno
whether … or … = se … o …
olfactory
= olfattivi
smell
= odore
flavour
= sapore / gusto
14
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
GRAMMAR NOTES
An English word can be divided into three parts: a prefix, a stem, and a suffix.
A prefix is what comes before the stem. For example, the prefix de- (meaning 'reduce' or 'reverse') in dehydrate (meaning
'to reduce of water'). A suffix is what is attached to the end of the stem. For example, the suffix -er (meaning 'someone
who') in teacher ('a person who teaches').
PREFIX
Prefixes:
Negative & positive
Negative:
Positive:
+
STEM
Size
Location
+
SUFFIX
Time & order
Number
un-
semi-
inter-
pre-
mono-
nonindisre-
minimicro-
supertransexextraperi-
anteforepost-
bihexoctmulti-
1. Negative and positive prefixes:
Prefix
Meaning
unnot
innot
imnot
ilnot
irnot
nonnot connected with
misbad, wrong
malbad, wrong
disopposite feeling
disopposite action
antiagainst
dereduce, reverse
undertoo little
redo again
overtoo much
2. Prefixes of size:
Prefix
Meaning
semihalf, partly
equiequal
minismall
microvery small
macrolarge, great
megalarge, great
4. Prefixes of time and order:
Prefix
Meaning
antebefore
prebefore
primefirst
postafter
retrobackward
Examples
semiconductor
equidistant
minicomputer
microscopic
macroeconomics
megabyte
Examples
antecedent
preceding, precedent
primary, primitive
postdated, post-natal
retrograde, retroactive
6. Other prefixes:
Prefix
Meaning
probefore, in advance, forward
autoself
cotogether with
contogether with
Examples
unmagnetized
incomplete
impossible
illegal
irregular, irrelevant
non-programmable
misdirect
malfunction
disagree
disconnect
antiglare, antistatic
demagnetize, decode
underestimate
reorganize
overload, overdose
3. Prefixes of location:
Prefix
Meaning
interbetween, among
superover
transacross
exout
extrabeyond
subunder
infrabelow
periaround
5. Prefixes of numbers:
Prefix
Meaning
semihalf
monoone
bitwo
trithree
quadfour
pentafive
hexsix
sept(em)seven
octeight
decten
multimany
Examples
progress, procreation
automatic
co-ordinate, co-operate
connect
Examples
interface, interactive
supersonic
transmit, transfer
exclude, extrinsic
extraordinary
subschema, subtraction
infra-red
peripheral, periscope
Examples
semicircle
monochromatic
binary
triangle
quadruple
pentagon
hexadecimal
September
octal
decimal
multicoloured
15
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Suffixes
Nouns
-ance
Verbs
-ize
Adjectives
-able
-ence
-or
-er
-ist
-ate
-fy
-en
-ify
-ible
-less
-ic
-ical
-ish
-ive
Suffix
-ance
-ence
-er,
-or
-ist, -yst
-ian
-tion, -ation
-ness
-ion
-ing
-ment
-ity
-ism
-dom
-ship
1. Noun-forming suffixes:
Meaning
Examples
state
performance
quality of
independence
a person who
programmer, operator,
a thing which
processor, calculator
a person who
analyst, typist
pertaining to
electrician
the act of
compilation
condition of
cleanliness, happiness
action/state
conversion
activity
multiplexing
measurement,
state, action
requirement
state, quality
electricity
condition/state
magnetism
domain/condition
freedom
condition/state
relationship, partnership
2. Verb-forming suffixes:
Suffix
Meaning
-ize/-ise
-ate
to make
-ify
-en
Adverbs
-ly
3. Adverb-forming suffix:
Suffix
Meaning
-ly
in the manner of
4. Adjective-forming suffixes:
Suffix
Meaning
-al
-ar
having the
-ic
quality of
-ical
-able
capable of being
-ble
Examples
computational, logical
cellular, regular
magnetic, automatic
electrical
comparable
-ous
-ful
-less
-ish
-ed
-ive
dangerous, insiduous,
helpful, careful
careless, meaningless
yellowish
computed, processed
interactive
like, full of
characterized by
without
like
having the
quality of
divisible
Examples
computerize
activate, calculate
simplify
widen, shorten
Teeth
Teeth are complex structures made of materials specific to them. They are
made of a bone-like material - dentin, which is covered by the hardest tissue
in the body - enamel. Teeth have different shapes to deal with different
aspects of mastication employed in tearing and chewing pieces of food into
smaller and smaller pieces. Incisors are used for cutting or biting off pieces
of food; canines are used for tearing, premolars and molars for chewing and
grinding. Mastication of the food with the help of saliva and mucus results
in the formation of a soft bolus which can then be swallowed to make its
way down the upper gastrointestinal tract to the stomach.
Dental health is maintained by the salivary secretion of gingival crevicular
fluid. The digestive enzymes in saliva also help in keeping the teeth clean by
breaking down any lodged food particles.
GLOSSARIO MINIMO
bone-like
tissue
shapes
to tear
to cut
to bite off
to chew
to grind
gingival crevicular fluid
Examples
logically, comparably,
slowly, quickly,
= simile a osso
= tessuto
= forme
= strappare
= tagliare
= mordere / staccare a morsi
= masticare
= triturare
= fluido crevicolare gengivale
Answer the following questions:
1) What are teeth made of?
2) Why do teeth have different
shapes?
3) What are the different shapes
teeth can have?
4) What are incisors used for?
5) What are canines used for?
6) What are premolars and
molars used for?
7) How is a bolus formed?
8) Why is it necessary to form a
soft bolus?
9) How is dental health
maintained?
10) What do the digestive
enzymes do?
16
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Epiglottis
The epiglottis is a flap that is made of elastic cartilage and attached
to the entrance of the larynx. It is covered with a mucous membrane
and there are taste buds on its lingual surface which faces into the
mouth. Its laryngeal surface faces into the larynx. The epiglottis
functions to guard the entrance of the glottis, the opening between
the vocal folds. It is normally pointed upwards during breathing with
its underside functioning as part of the pharynx, but during
swallowing, the epiglottis folds down to a more horizontal position,
with its upper side functioning as part of the pharynx. In this manner
it prevents food from going into the trachea and instead directs it to
the oesophagus, which is posterior. …
Stimulation of the larynx by ingested matter produces a strong
cough reflex in order to protect the lungs.
GLOSSARIO MINIMO
a flap
faces into
upwards
underside
to fold down
ingested matter
= lembo / risvolto
= rivolto verso
= verso l’alto / in su
= parte / lato inferiore
= piegarsi verso il basso
= materiale ingerito
Answer the following questions:
1) What is an epiglottis?
2) What is the epiglottis covered with?
3) Are there taste buds on the surface
of the epiglottis?
4) What is the function of the epiglottis?
5) What is its normal position?
6) Why does the epiglottis fold down
to a more horizontal position?
7) What happens when the larynx is
stimulated by ingested matter?
17
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Pharynx
The pharynx is a part of the digestive system and also
a part of the conducting zone of the respiratory
system. It is the part of the throat immediately behind
the nasal cavity at the back of the mouth and superior
to the oesophagus and larynx. The pharynx is made
up of three parts. The lower two parts – the
oropharynx and the laryngopharynx – are involved in
the digestive system. The laryngopharynx connects to
the oesophagus and it serves as a passageway for
both air and food. Air enters the larynx anteriorly but
anything swallowed has priority and the passage of
air is temporarily blocked. …
Muscles in the pharynx push the food into the
oesophagus. The pharynx joins the oesophagus at the
oesophageal inlet, which is located behind the cricoid
cartilage.
Answer the following questions:
1) What is the pharynx?
2) Where is it located?
3) What is the pharynx made up of?
4) Which parts are involved in the digestive system?
5) What part is connected to the oesophagus and
why?
6) What do the muscles in the pharynx do?
GLOSSARIO MINIMO
the conducting zone
to make up
(to be made up)
a passageway
to push into
oesophageal inlet
= zona di conduzione
= comporre / mettere assieme
= (essere composto di)
= passaggio
= spingere dentro
= ingresso esofageo
Oesophagus (Esophagus)
The oesophagus, commonly known as the gullet, is an organ, which
consists of a muscular tube through which food passes from the pharynx
to the stomach. The oesophagus is continuous with the laryngeal part of
the pharynx. It passes through the posterior mediastinum in the thorax
and enters the stomach through a hole in the diaphragm at the level of
the tenth thoracic vertebra (T10). Its length averages 25 cm, varying with
height. It is divided into cervical, thoracic and abdominal parts. The
pharynx joins the oesophagus at the oesophageal inlet which is behind
the cricoid cartilage. At rest the oesophagus is closed at both ends, by
the upper and lower oesophageal sphincters.
GLOSSARIO MINIMO
gullet
tube
mediastinum
tenth thoracic vertebra
cricoid cartilage
sphincter
= gargarozzo / esofago
= tubo
= mediastino
= decima vertebra toracica
= cartilagine cricoideo
= sfintere
Put the following terms into their correct
position:
Teeth (Incisors);
Trachea;
Soft palate;
Pharynx;
Hard palate;
Tongue;
Oesophagus.
Answer the following questions:
1) What is the gullet?
2) what does it consist of?
3) Where does it pass through?
4) How long is it?
5) Into how many parts is it
divided?
6) What is its position at rest?
18
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
The opening of the upper sphincter is triggered by the
swallowing reflex so that food is allowed through. The
sphincter also serves to prevent back flow from the
oesophagus into the pharynx. The oesophagus has a mucous
membrane and the epithelium which has a protective function
is continuously replaced due to the volume of food that passes
inside the oesophagus. During swallowing, food passes from
the mouth through the pharynx into the oesophagus. The
epiglottis folds down to a more horizontal position so as to
prevent food from going into the trachea, instead directing it
to the oesophagus. Once in the oesophagus, the bolus travels
down to the stomach via rhythmic contraction and relaxation
of muscles known as peristalsis.
The lower oesophageal sphincter is a muscular sphincter
surrounding the lower part of the oesophagus. The junction
between the oesophagus and the stomach (the
gastroesophageal junction) is controlled by the lower
oesophageal sphincter, which remains constricted at all times
other than during swallowing and vomiting to prevent the
contents of the stomach from entering the oesophagus. As the
oesophagus does not have the same protection from acid as
the stomach, any failure of this sphincter can lead to heartburn.
The oesophagus has a mucous membrane of epithelium, which
has a protective function as well as providing a smooth surface
for the passage of food. Due to the high volume of food that is
passed over time, this membrane is continuously renewed.
GLOSSARIO MINIMO
to trigger
back flow
mucous membrane
junction
to constrict
failure
heartburn
due to
over time
= innescare
= riflusso
= membrana mucosa
= raccordo / collegamento
= comprimere / stringere
= fallimento / mancanza
= bruciore / acidità di stomaco
= dovuto a
= nel tempo
Diaphragm
The diaphragm is an important part of the body's
digestive system. The diaphragm separates the
thoracic cavity from the abdominal cavity where
most of the digestive organs are located. The
suspensory muscle attaches the duodenum to the
diaphragm. …
The diaphragm also attaches to the bare area of
the liver, which it anchors. The oesophagus enters
the abdomen through a hole in the diaphragm at
the level of T10.
the thoracic cavity
the abdominal cavity
the suspensory muscle
ascending
bare
the liver
to anchor
= la cavità toracica
= la cavità addominale
= il muscolo sospensorio
= ascendente
= nudo / scoperto
= il fegato
= ancorare / bloccare
Read the text in detail and decide whether the
following statements are TRUE (T) or FALSE (F).
(do not read the key to the answers before
completing the exercise)
1) The swallowing reflex triggers the opening of
the upper sphincter.
2) Back flow is prevented by the oesophagus.
3) The mucous membrane of the oesophagus has
a function for the protection of the volume of
food that passes inside the oesophagus.
4) The epiglottis folds down to a more horizontal
position to direct food into the trachea.
5) Peristalsis is a rhythmic contraction and
relaxation of the muscles.
6) The gastroesophageal junction is controlled by
a sphincter that remains constricted except when
swallowing and vomiting.
7) If this sphincter does not function properly, a
person can have heartburn.
8) The oesophagus has a protective mucous
membrane of epithelium, which also serves for
the passage of food, as it is smooth.
1) T ; 2) T ; 3) F ; 4) F ; 5) T ; 6) T ; 7) T ; 8) T.
Read the text in detail and decide whether the following
statements are TRUE (T) or FALSE (F).
(do not read the key to the answers before completing the
exercise)
1) The body's digestive system is important for the
diaphragm.
2) Most of the digestive organs are located between the
thoracic and the abdominal cavities, which are separated
by the diaphragm.
3) The liver anchors the diaphragm.
GLOSSARIO MINIMO
1) F ; 2) T ; 3) F .
19
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Stomach
Gastric acid (informally gastric juice), produced in the stomach
plays a vital role in the digestive process; it mainly contains
hydrochloric acid and sodium chloride. A peptide hormone
gastrin-produced by G cells in the stomach, stimulates the
production of gastric juice which activates the digestive
enzymes. Pepsinogen is a zymogen produced by the gastric chief
cells and gastric acid activates this to the enzyme pepsin, which
begins the digestion of proteins. As these two chemicals would
damage the stomach wall, mucus is secreted by the stomach, to
provide a slimy protective layer against the damaging effects of
the chemicals.
At the same time that protein is being digested, mechanical
churning occurs through the action of peristalsis, waves of
muscular contractions that move along the stomach wall. This
allows the mass of food to further mix with the digestive
enzymes. …
The pylorus, the lowest section of the stomach, which attaches
to the duodenum via the pyloric canal, contains countless glands,
which secrete digestive enzymes including gastrin. After an hour
or two, a thick semi-liquid called chyme is produced. When the
pyloric sphincter, or valve opens, chyme enters the duodenum,
where it mixes further with digestive enzymes from the
pancreas, and then passes through the small intestine, where
digestion continues. When the chyme is fully digested, it is
absorbed into the blood. 95% of absorption of nutrients occurs
in the small intestine. Water and minerals are reabsorbed back
into the blood in the colon of the large intestine, where the
environment is slightly acidic. …
The stomach is a distensible organ and can normally expand to
hold about one litre of food.
GLOSSARIO MINIMO
slimy
churning
waves
contractions
to mix
the pylorus
countless
glands
valve
the environment
distensible
The stomach
= viscido / untuoso
= agitare qualcosa / sbattere
= onde
= contrazioni
= mescolare
= il piloro
= innumerevoli
= ghiandole
= valvola
= l’ambiente
= distendibile
Read the text in detail and decide
whether the following statements are
TRUE (T) or FALSE (F).
(do not read the key to the answers before
completing the exercise)
1) Gastric juice is produced in stomach
and is very important for the digestive
process.
2) Hydrochloric acid and sodium chloride
are contained in the gastric acid.
3) The digestive enzymes are activated by
the production of gastric juice, which is
stimulated by a peptide hormone gastrinproduced by G cells in the stomach.
4) The stomach secretes mucus to provide
a slimy protective layer to protect the
stomach wall.
5) Peristalsis allows the mass of food to
further mix with the digestive enzymes.
6) Gastrin is a digestive enzyme secreted
by glands contained by the pylorus.
7) The chyme which is produced enters
the duodenum and the pancreas.
8) The blood absorbs the fully digested
chyme.
9) In the colon of the large intestine,
slightly acidic Water and minerals are
reabsorbed by the blood.
10) The stomach can contain maximum
one litre of food.
1) T ; 2) T ; 3) T ; 4) T ; 5) T ; 6) T ; 7) F ; 8) T ; 9) F ; 10) F.
20
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Spleen
The spleen breaks down both red and white blood
cells that are spent. This is why it is sometimes known
as the 'graveyard of red blood cells'. A product of this
digestion is the pigment bilirubin, which is sent to the
liver and secreted in the bile. Another product is iron,
which is used in the formation of new blood cells in
the bone marrow. … Symptoms that include poor
appetite, indigestion, bloating and jaundice, are seen
to be indications of an imbalance in the spleen. …
Read the text in detail and decide whether the
following statements are TRUE (T) or FALSE (F).
(do not read the key to the answers before completing the
exercise)
1) Spent red and white blood cells are broken down by
the spleen.
2) Iron is a product of bilirubin used in the production
of red blood cells in the bone marrow.
GLOSSARIO MINIMO
the spleen
blood cells
spent (adjective)
graveyard
the bile
iron
bone marrow
bloating
jaundice
= la milza
= cellule del sangue
= esausto / consumato
= cimitero
= la bile
= ferro
= midollo osseo
= gonfiore
= itterizia
1) T ; 2) F.
Liver
The liver is the largest organ (after the skin) and is an accessory
digestive gland, which plays a role in the body's metabolism. The
liver has many functions some of which are important to
digestion. The liver can detoxify various metabolites; synthesise
proteins and produce biochemical needed for digestion. It
regulates the storage of glycogen, which it can form from glucose
(glycogenesis). The liver can also synthesise glucose from certain
amino acids. Its digestive functions are largely involved with the
breaking down of carbohydrates. …
The liver produces bile, an important alkaline compound which
aids digestion.
GLOSSARIO MINIMO
to detoxify
metabolite
biochemical
storage
glycogen
glucose
amino acids
to aid
= disintossicare
= metabolita
= biochimico
= immagazzinamento
= glicogeno
= glucosio
= amino acidi
= aiutare
Bile
Bile produced by the liver is made up of water (85%), bile salts,
mucus and pigments, 1% fats and inorganic salts. Bilirubin is its
major pigment. Bile acts partly as a surfactant, which lowers the
surface tension between either two liquids or a solid and a
liquid and helps to emulsify the fats in the chyme. …
GLOSSARIO MINIMO
salts
surfactant
tension
to emulsify
= Sali
= tensioattivo / detergente
= tensione
= emulsionare
Read the text in detail and decide
whether the following statements are
TRUE (T) or FALSE (F).
(do not read the key to the answers before
completing the exercise)
1) The skin is a larger organ than the liver.
2) Some of the many functions of the liver
are important to digestion.
3) The liver various metabolites can
detoxify and synthesise proteins and
produce biochemical needed for
digestion.
4) Glucose from certain amino acids can
also be synthesised by the liver.
1) T ; 2) T ; 3) F ; 4) T.
Read the text in detail and decide whether
the following statements are TRUE (T) or
FALSE (F).
(do not read the key to the answers before
completing the exercise)
1) Bile is produced by the liver and is made
up of many substances among which
bilirubin, its major pigment.
2) Fats in the chyme are emulsified by bile.
1) T ; 2) T.
21
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
GLOSSARIO MINIMO
gallbladder
hollow
to sit
to flow
biliary system
bile ducts
mucosal fold
pouch
gallstones
to get stuck
= cistifellea
= cavo / vuoto
= sedersi / stare / essere posto
= scorrere
= sistema biliare
= dotti biliari
= piega mucosa
= tasca / borsa
= calcoli della cistifellea
= rimanere bloccato
Fill in the gaps with EIGHT words from the list
below. Use the correct word just ONCE.
(do not read the key to the answers before completing
the exercise)
absorbed
break down
into
main
needs
produces
small
through
The gallbladder is a hollow part of the biliary system
that sits just beneath the liver. It is a small organ
where the bile produced by the liver is stored, befor e
it is released into the small intestine. The bile flows
from the liver through the bile ducts and into the
gallbladder for storage. It is divided into three
sections: fundus, body and neck.
At the neck of the gallbladder is a mucosal fold called
Hartmann's pouch, where gallstones commonly get
stuck. … The gallbladder needs to store bile in a
natural, semi-liquid form at all times.
The main purpose of the gallbladder is to store and
release bile, or gall. The liver produces the bile and
then it flows through the bile ducts into the
gallbladder. When the bile is released, it is released
into the small intestine and its purpose is to break
down large fat molecules into smaller ones. After the
fat is absorbed, the bile is also absorbed and
transported back to the liver for reuse.
Gallbladder
The gallbladder is a hollow part of the biliary system that
sits just beneath the liver. It is a ………… organ where the
bile produced by the liver is stored, before it is released
into the small intestine. The bile flows from the liver
………….. the bile ducts and into the gallbladder for
storage. It is divided ……….. three sections: fundus, body
and neck. …
At the neck of the gallbladder is a mucosal fold called
Hartmann's pouch, where gallstones commonly get
stuck. The gallbladder ……….. to store bile in a natural,
semi-liquid form at all times. …
The ……….. purpose of the gallbladder is to store and
release bile, or gall. The liver ……….. the bile and then it
flows through the bile ducts into the gallbladder. When
the bile is released, it is released into the small intestine
and its purpose is to ………….. large fat molecules into
smaller ones. After the fat is ………… , the bile is also
absorbed and transported back to the liver for reuse.
Gallstones
22
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
accessory
endocrine
insulin
sugar
glucagon
re-balance
to lie
= accessorio
= endocrino
= insulina
= zucchero
= glucagone
= ribilanciare
= giacere / trovarsi / (mentire)
Lower gastrointestinal tract
The lower gastrointestinal tract (GI), includes the small
……….. and all of the large intestine. The intestine is also
……….. the bowel or the gut. The lower GI ……….. at the
pyloric sphincter of the stomach and ………. at the anus.
The small intestine is subdivided into the duodenum, the
jejunum and the ileum. The caecum marks the division
……….. the small and large intestine. The large intestine
includes the rectum and anal canal.
GLOSSARIO MINIMO
bowel
gut
anus
duodenum
jejunum
ileum
rectum
= intestino / viscere
= budella
= ano
= duodeno
= intestino digiuno
= ileo
= retto
(do not read the key to the answers before completing
the exercise)
also
by
chyme
energy
from
gland
major
stomach
The pancreas is a major organ
functioning
as an accessory
digestive gland in the digestive
system. It is both an endocrine gland
and an exocrine gland. The
endocrine part secretes insulin
when the blood sugar becomes high;
insulin moves glucose from the
blood into the muscles and other
tissues for use as energy. The
exocrine part releases glucagon
when the blood sugar is low;
glucagon allows stored sugar to be
broken down into glucose by the
liver in order to re-balance the sugar
levels. Digestive enzymes are also
produced. The pancreas lies below
and at the back of the stomach. It
connects to the duodenum via the
pancreatic duct where it can act on
the chyme that is released from the
stomach into the duodenum.
GLOSSARIO MINIMO
Fill in the gaps with EIGHT words from the list
below. Use the correct word just ONCE.
Fill in the gaps with FIVE words from the list
below. Use the correct word just ONCE.
(do not read the key to the answers before completing
the exercise)
between
called
intestine
finishes
starts
The lower gastrointestinal
tract (GI), includes the small
intestine and all of the large
intestine. The intestine is
also called the bowel or the
gut. The lower GI starts at
the pyloric sphincter of the
stomach and finishes at the
anus. The small intestine is
subdivided
into
the
duodenum, the jejunum
and the ileum. The caecum
marks the division between
the
small
and
large
intestine.
The
large
intestine
includes
the
rectum and anal canal.
Pancreas
The pancreas is a ……….. organ functioning as an
accessory digestive gland in the digestive system. It is
both an endocrine gland and an exocrine ……….. . The
endocrine part secretes insulin when the blood sugar
becomes high; insulin moves glucose ………. the blood
into the muscles and other tissues for use as ……….. . The
exocrine part releases glucagon when the blood sugar is
low; glucagon allows stored sugar to be broken down
into glucose ………. the liver in order to re-balance the
sugar levels. Digestive enzymes are ………. produced. The
pancreas lies below and at the back of the ……….. . It
connects to the duodenum via the pancreatic duct
where it can act on the ………… that is released from the
stomach into the duodenum.
23
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
GLOSSARIO MINIMO
waste
faeces
excreta
= rifiuti / scorie
= feci
= escrementi
Fill in the gaps with FIVE words from the list below.
Use the correct word just ONCE.
(do not read the key to the answers before completing the
exercise)
back flow
by
exit
fermentation
slower
In the large intestine, the passage of the
digesting food in the colon is much
slower, taking from 12 to 50 hours until
it is removed by defecation. The colon
mainly serves as a site for the
fermentation of digestible matter by
the gut flora. The time taken varies
considerably between individuals. The
remaining semi-solid waste is termed
faeces and is removed by the
coordinated contractions of the
intestinal walls, termed peristalsis,
which propels the excreta forward to
reach the rectum and exit via
defecation from the anus. The wall has
an outer layer of longitudinal muscles,
the taeniae coli, and an inner layer of
circular muscles. The circular muscle
keeps the material moving forward and
also prevents any back flow of waste.
Large intestine
In the large intestine, the passage of the digesting
food in the colon is much ……….. , taking from 12 to
50 hours until it is removed by defecation. The colon
mainly serves as a site for the ……….. of digestible
matter by the gut flora. The time taken varies
considerably between individuals. The remaining
semi-solid waste is termed faeces and is removed
……….. the coordinated contractions of the intestinal
walls, termed peristalsis, which propels the excreta
forward to reach the rectum and ………..
via
defecation from the anus. The wall has an outer layer
of longitudinal muscles, the taeniae coli, and an inner
layer of circular muscles. The circular muscle keeps
the material moving forward and also prevents any
……….. of waste.
Clinical significance
Each part of the digestive system is subject to a wide range of
disorders. A common disorder of the bowel is diverticulitis.
Diverticula are small pouches that can form inside the bowel
wall, which can become inflamed to give diverticulitis. This
disease can have complications if an inflamed diverticulum
bursts and infection sets in. Any infection can spread further
to the lining of the abdomen (peritoneum) and cause
potentially fatal peritonitis.
Read the text in detail and decide whether
the following statements are TRUE (T) or
FALSE (F).
(do not read the key to the answers before
completing the exercise)
1) Diverticulitis is an inflammation of the
small pouches that can form inside the bowel
wall.
Crohn's disease is a common chronic inflammatory bowel
disease (IBD), which can affect any part of the GI tract, but it
mostly starts in the terminal ileum.
2) Crohn's disease mostly starts in the
terminal ileum and can affect any part of
lower gastrointestinal tract.
Ulcerative colitis, an ulcerative form of colitis, is the other
major inflammatory bowel disease which is restricted to the
colon and rectum. Both of these IBDs can give an increased
risk of the development of colorectal cancer. Ulcerative colitis
is the most common of the IBDs.
3) Ulcerative colitis is an inflammatory bowel
disease but is restricted to the colon and
rectum.
There are several idiopathic disorders known as functional
gastrointestinal disorders that the Rome process has helped
to define. The most common of these is irritable bowel
syndrome (IBS).
4) The Rome process helped to define several
irritable bowel syndromes.
GLOSSARIO MINIMO
disorder
diverticulitis
to burst
to set in
peritonitis
ulcerative colitis
colorectal cancer
idiopathic
irritable bowel syndrome
= disturbo / malattia
= diverticolite
= scoppiare / rompersi
= prendere piede / insediarsi
= peritonite
= colite ulcerativa
= cancro del colon
= idiopatico
= sindrome dell’intestino irritabile
1) T ; 2) T ; 3) T ; 4) F.
24
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
25
PHRASAL VERBS
Essi consistono di un verbo e un’altra parola o frase, di solito una preposizione. Nascono spesso dall’uso “casuale” e poi diventano dei
verbi “veri e propri” di uso generale.
I Phrasal verbs possono essere sia transitivi: Our teacher called off the lesson. (Il nostro docente ha sospeso la lezione.)
She looked up her old boyfriend. (Lei rintracciò il suo ex ragazzo.)
che intransitivi: The students were sitting around, doing nothing. (Gli studenti stavano seduti, facendo nulla.)
I phrasal verbs sono morfologicamente completi: possiedono cioè regolarmente un infinito e le forme coniugate. Dal punto di vista
morfologico essi sono composti da un verbo di base e una o più "particelle" (avverbi o preposizioni).
Il problema con i Phrasal verbs è che spesso il loro significato, all’inizio, non è chiaro e, inoltre, possono avere diversi significati:
se qualcuno sceglie to turn up the street, questa è una combinazione di un verbo e una preposizione ma non è un Phrasal verb; invece
se degli amici unexpectedly turn up (appear) ad un party o il vicino turns up his radio, questi sono phrasal verbs.
I verbi possono essere combinati con diverse preposizioni o avverbi (e/o altre parole) cambiando completamente il significato :
stand against
stand by
stand fast
stand for
stand in
(essere contro qlcs – qlcn),
(essere pronto per assistere / aspettare),
(essere fermo / deciso),
(rappresentare qlcs – qlcn),
(sostituire),
stand off
stand out
stand up
stand up for
stand up to
(rifiutare / dimettersi),
(essere in evidenza),
(alzarsi / non rispettare un appuntamento),
(sostenere),
(resistere).
To look, che da solo significa sembrare, (you look tired today - sembri stanca oggi) assume un significato diverso a seconda della
preposizione che segue.
To look at = guardare
look at that picture. (Guarda quel quadro)
To look for = cercare
What are you doing? I am looking for my keys. (Cosa stai facendo? Sto cercando le chiavi)
To look after = badare a Can you look after my son until I am back? (Puoi badare a mio figlio fino al mio ritorno?)
To look forward to = non vedere l'ora di…
I am looking forward to seeing you. (Non vedo l'ora di vederti)
To find significa trovare ma to find out significa scoprire.
E' interessante sapere che trovare qualcosa o qualcuno per caso, cioè mentre si stava cercando qualcun altro o qualc he altra cosa, in
inglese si dice to come across. Vedi la differenza nelle frasi seguenti:
I had lost my key, but now I've found it.
(avevo perso la chiave ma adesso l’ho trovata)
Eventually the police managed to find out who the murderer was.
(Alla fine la polizia è riuscita a scoprire l’assassino.)
While I was looking for my suitcase in the attic, I came across the little teddy bear I used to play with when I was a child.
(Mentre cercavo la mia valigia in soffitta, ho trovato per caso l’orsacchiotto con il quale giocavo da bambino. )
1. I phrasal verbs non devono essere confusi con le espressioni idiomatiche, che sono espressioni e non verbi.
È vero che i phrasal verbs hanno generalmente un carattere idiomatico, però sono idiomatici in misura variabile.
2. A volte è possibile confondere un phrasal verb con un verbo semplice seguito da un sintagma avverbiale o preposizionale.
In altre parole, la "particella" (le "particelle") fa parte del verbo stesso oppure no?
Esempio 1:
a. He ran up | a huge bill at the restaurant. phrasal verb
b. He ran | up the hill. single-word verb
Esempio 2:
a. The athlete fell behind | the group. phrasal verb
b. The pen fell | behind the desk. single-word verb
Per determinare se una combinazione verbo+preposizione o verbo+avverbio è un phrasal verb oppure no, si può provare a sostituire il
verbo di base con un verbo sinonimo composto da una sola parola. Se la frase risulta priva di senso, allora l'originale è un phrasal verb
(es. 1a e 2a). Al contrario, se la frase è dotata di senso, l'originale è un verbo di una parola sola (es. 1b e 2b).
Esempio con sostituzione:
a. He walked up a huge bill at the restaurant.
Non ha senso = phrasal verb
b. He walked up the hill.
Ha senso = single-word verb
Un altro modo di verificare la coesione del verbo e la particella è di trasformare il verbo attivo in passivo.
Questa volta, però, se la frase è dotata di senso, allora l'originale è un phrasal verb. Se la frase risulta priva di senso, allora l'originale è un
verbo di una parola sola.
Esempio 1 con trasformazione:
c. A huge bill was run up at the restaurant.
Ha senso = phrasal verb
d. The hill was run up (by him).
Non ha senso = single-word verb
Fortunatamente, è di solito facile distinguere i phrasal verbs dai verbi semplici seguiti da un sintagma avverbiale o preposizionale.
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
26
PHRASAL VERBS
Tradizionalmente, i phrasal verbs sono stati divisi in tre tipi. Va subito detto che i diversi nomi utilizzati nei testi tradizionali in r iferimento a
questi tipi creano spesso confusione piuttosto che chiarezza. Negli esempi che seguono, con un asterisco verranno indicate le corrette
posizioni disponibili per il complemento oggetto.
tipo 1:
Prepositional verbs (es. to believe in *, to look after *, to talk about *, to wait for *)
chiamati anche phrasal verbs inseparabili oppure transitivi.
Composti da verbo di base + preposizione.
tipo 2:
Adverbial verbs [es. get up, break (*) down (*), put (*) off (*), turn (*) down (*)]
chiamati anche phrasal verbs, o phrasal verbs separabili.
Composti da verbo di base + avverbio.
type 2a è transitivo, necessita di un oggetto diretto (write * down *);
type 2b è intransitivo, non seleziona alcun oggetto diretto (work out).
tipo 3:
Adverbial-prepositional verbs (es. get on with *, put up with *, look forward to *, run out of*)
chiamati anche phrasal-prepositional verbs, o three-word verbs, a volte classificati nel tipo 1 come inseparabile.
Composti da verbo di base + preposizione + avverbio.
Altre caratteristiche del tipo 1 (composti da verbo di base + preposizione):
a) preposizioni più frequenti: in, after, about, for;
b) non ricorre mai senza un complemento oggetto: es.:"to talk about someone/something", ecc.);
c) il complemento oggetto segue sempre la preposizione.
Altre caratteristiche del tipo 2 (composti da verbo di base + avverbio):
a) avverbi più frequenti: up, down, off, on;
b) quando il complemento oggetto è presente (tipo 2a), viene posizionato o tra il verbo di base e l’avverbio oppure dopo l'intero phrasal
verb (turn the light on, turn on the light);
c) quando il complemento oggetto è però un pronome,esso viene posizionato tra il verbo e la particella ( turn it on).
Altre caratteristiche del tipo 3 (composti da verbo di base + preposizione + avverbio):
a) verbo di base + avverbio + preposizione (out of, up for);
b) seleziona sempre un complemento oggetto;
c) non può essere separato dal complemento oggetto.
Caratteristica di tutti i Phrasal verbs transitivi:
IL SOSTANTIVO VERBALE, L’INFINITO IN QUALITÀ DI SOSTANTIVO IN POSIZIONE DI COMPLEMENTO,
È SEMPRE ALLA FORMA DEL GERUNDIO.
(Type 1) Phrasal Verbs inseparabili (Transitivi)
Con i seguenti verbi, la parte lessicale del verbo (contenente il significato “verbale”) non può essere separato dalla
preposizione (o altre parti): Who will look after my house when I'm gone? (Chi baderà alla mia casa dopo che vada via)
Verb
get over
Meaning
recover from sickness or
disappointment
go over
review
look after
look into
run across
run into
take after
take care of
investigate
find by chance
meet
resemble
Example
I got over the flu, but I don't know if I'll ever get over my broken heart.
The students went over the material before the exam. They should have gone over it
twice.
My mother promised to look after my dog while I was gone.
The police will look into the possibilities of embezzlement.
I ran across my old roommate at the college reunion.
Concetta ran into her English professor in the hallway.
My second son seems to take after his mother.
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
(Type 2a) Phrasal Verbs Separabili.
L’oggetto può seguire il Phrasal verb ma può anche separare le due parti:
You have to do this paint job over. You have to do over this paint job. (Devi rifare questo lavoro di pittura)
Quando l’oggetto del Phrasal verb è un pronome, questo va inserito fra le due parti:
You have to do it over.
Verb
blow up
bring up
bring up
call off
do over
find out
look up
point out
put on
set up
take off
talk over
throw away
turn down
turn down (2)
turn up
turn off
turn off (2)
turn on
Meaning
explode
mention a topic
raise children
cancel
repeat a job
discover
search in a list
call attention to
put clothing on the body
to arrange, begin
remove clothing
discuss
discard
lower volume
reject
raise the volume
switch off electricity
repulse
switch on the electricity
Example
The terrorists tried to blow up the railroad station.
The teacher brought up that little matter of my failed exam again.
It isn't easy to bring up children nowadays.
They called off this afternoon's meeting
Do this homework over.
My sister found out that her husband had been planning a surprise party for her.
You've misspelled this word again. You'd better look it up.
As we drove through Palermo, Pasquale pointed out the major historical sites.
I put on a sweater and a jacket. (I put them on quickly.)
The teacher set up the office room exactly the way she wanted it. She set it up.
It was so hot that I had to take off my jacket. (take my jacket off)
We have serious problems here. Let's talk them over like adults.
That's a lot of money! Don't just throw it away.
Your radio is driving me crazy! Please turn it down.
He applied for a promotion twice this year, but he was turned down both times.
Grandfather couldn't hear, so he turned up his hearing aid.
We turned off the lights before anyone could see us.
It was a disgusting film. It really turned me off.
Turn on the CD player so we can dance.
(Type 2b) Intransitive Phrasal Verbs
I seguenti Phrasal verbs non sono seguiti da un oggetto:
Once you leave home, you can never really go back again. (Una volta che si lascia casa, non si può più veramente tornare)
Verb
break down
catch on
come back
come in
drop by
get up
go on
Meaning
stop functioning
become popular
return to a place
enter
visit without appointment
arise
continue
go on (2)
happen
grow up
wake up
get older
arouse from sleep
Example
That old car had a tendency to break down just when I needed it the most.
Popular songs seem to catch on.
Father promised that we would never come back to this horrible place.
They tried to come in through the back door, but it was locked.
We used to just drop by, but they were never home, so we stopped doing that.
I tried to get up, but I was too sleepy.
He would finish one novel and then go on to the next.
The teacher heard all the noise from the corridor and stopped to see what was
going on.
Pasquale grew up to be a lot like his father.
I woke up when the cockerel crowed.
(Type 3) Three-Word Phrasal Verbs (Transitivi)
I seguenti Phrasal verbs sono composti di tre parti:
The student dropped out of the English course before taking the exam
(Lo studente abbandonò il corso d’inglese prima di sostenere l’esame)
Verb
drop out of
get along with
get rid of
get through with
look forward to
look out for
Meaning
leave school
have a good relationship with
eliminate
finish
anticipate with pleasure
be careful, anticipate
make sure of
verify
put up with
tolerate
take care of
think back on
be responsible for
recall
Example
I hope none of my students drop out of school this term.
I found it very hard to get along with my brother when we were young.
The citizens tried to get rid of their corrupt mayor in the recent election.
When will you ever get through with that program?
I always look forward to the beginning of a new term.
Good teachers will look out for early signs of failure in their students
Make sure of the student's identity before you let him into the
classroom.
The teacher had to put up with a great deal of nonsense from the new
students.
My oldest sister took care of us younger children after Mom died.
I often think back on my childhood with great pleasure.
27
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
PHRASAL VERBS
abide by: adhere to
account for: explain
ask for: request
bank on: depend on
bear with: be patient with
border on: be near, be next to
break into: enter by force
build on: develop from
burst into: suddenly enter
call for: demand
call on: ask, order
come across: find accidentally
come upon: discover
confide in: share a secret
count on: depend on
cut across: use a short route
dawn on: realize
deal in: stock, sell
deal with: handle successfully
decide on: settle on
dispense with: proceed without
dispose of: get rid of
dwell on: emphasize
enlarge on: say more about
PHRASAL VERBS
back up: support
bail out: rescue
break in: make something new fit for
use
breathe in: inhale
breathe out: exhale
bring back: return
bring around: persuade
bring up: raise
butter up: flatter
call in: ask to assist
call off: cancel
call up: telephone
cheer on: cheer, encourage
chop down: fell
clean up: tidy
fend off: repel
ferret out: find with difficulty
figure out: solve, understand
fill in: complete a form
fill out: complete
fill up: make full
give back: return
give off: send out
hand down: give to someone
younger
hand in: submit something
(assignment)
hand on: give to another person
hand over: transfer
hang up: break a telephone
connection
hold back: restrain, delay
Type 1 Verbs Followed by Prepositions
enter into: begin, commence
expand on: say more about
frown on: disapprove of
get at: reach
get into: become involved with
get over: recover from
get through: survive, finish
go against: oppose
go over: review
go through: examine in detail
go with: look good with
grow on: become more attractive to
guard against: take precautions
hinge on: depend on
inquire into: investigate
keep to: adhere to
laugh at: mock, make fun of
launch into: start
leaf through: turn the pages
live on: survive using
look after: take care of
look into: investigate
look through: examine quickly
part with: give up reluctantly
pick on: be unkind to
provide for: prepare for
reason with: try to persuade
reckon on: calculate on
rise above: be superior to
run across: find accidentally
run into: meet accidentally
run over: injured by a vehicle
see through: not be deceived by
send for: ask to be sent
settle for: reluctantly accept
side with: support in a dispute
sit through: sit and endure
stand by: support
stand for: represent
stick to: adhere to
stumble across: find accidentally
survive on: survive using
take after: resemble an ancestor
tamper with: interfere with
touch on: mention
verge on: approach
watch over: guard
Type 2a Transitive Verbs followed by Adverbs
iron out: remove
knock out: make unconscious
lap up: accept eagerly
lay off: put out of work
leave behind: leave, not bring
leave out: omit
let down: disappoint
live down: live so that past faults are
forgotten
look over: examine, check
look up: find (information)
make up: invent
pass up: not take advantage
pension off: dismiss with a pension
phase in: introduce gradually
phase out: cease gradually
pick up: collect
pin down: get a commitment
play down: de-emphasize
point out: draw attention to
polish off: finish
pull down: demolish
pull off: succeed
put away: save or store
put back: return to original location
put off: postpone
reel off: recite a long list
rope in: persuade to help
rub out: erase
rule out: remove from consideration
scale down: reduce
sell off: dispose of by selling
set back: delay
shout down: stop from speaking by
shouting
shrug off: dismiss as unimportant
single out: select from others
size up: assess
sort out: organize
sound out: talk with to learn the
opinion of
stammer out: stutter
sum up: summarize
summon up: gather
take down: make a written note
take in: absorb
take out: invite to a restaurant
take over: assume control
talk over: discuss
tear up: destroy by tearing
think over: consider
think up: invent
track down: search for and find
trade in: give as part payment
try on: test clothes by putting them on
try out: test by using
turn away: refuse admission
turn back: reverse direction
turn off: deactivate by using a switch
turn on: activate by using a switch
water down: dilute
wear out: gradually destroy by
wearing or using
write down: make a note
write off: cancel, regard as
write up: compose in writing
28
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
PHRASAL VERBS
Type 2b Intransitive Verbs followed by Adverbs
blow over: pass
boil away: disappear by boiling
boil over: overflow by boiling
bounce back: recover
buckle down: work seriously
catch on: be widely accepted
cloud over: become overcast
die down: become less
double up: bend over
drop in: visit
fade away: become less
fall off: become less
get away: escape
get by: barely succeed
give in: admit defeat
PHRASAL VERBS
go on: continue
grow up: become an adult
keep on: persist in
level off: stop rising
log on: contact a computer
log off: break contact with a
computer system
move in: take possession of living
quarters
move out: give up possession of
living quarters
nod off: go to sleep
pass out: faint
pitch in: help
play along: pretend to agree
pull in: arrive (of vehicles)
pull out: leave (of vehicles)
set off: leave
settle down: become peaceful
settle in: become used to
show up: arrive
stay up: not go to bed
step down: resign
step in: intervene
take off: leave the ground
touch down: land (of planes)
tune in: find a station on the radio
watch out: beware
wear off: gradually disappear
Type 3 Verbs followed by Adverbs followed by Prepositions
add up to: amount to
back down from: withdraw, avoid
back out of: not fulfil
boil down to: can be reduced to
bow out of: withdraw
brush up on: refresh knowledge of
carry on with: continue with
catch up to: overtake
clean up after: tidy for
come down to: can be reduced to
come down with: become ill with
come out in: develop
come up against: meet an obstacle
come up with: produce
creep up on: approach undetected
cry out for: urgently require
cut back on: reduce
do away with: abolish
face up to: accept and deal with
fall back on: turn to for help
fit in with: be suited to
fool around with: not be serious, have as
a hobby
get away with: not be punished
get down to: begin dealing seriously with
get in on: manage to participate in
give up on: stop trying
go along with: agree, not resist
go back on: break a promise
go through with: fulfil, carry out
grow out of: become too big for
hold out for: not compromise
keep up with: be on the same level as
lead up to: be a preparation for
live up to: maintain a standard
log on to: contact a computer
look down on: regard as inferior
look forward to: anticipate
look out for: watch for
29
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
VOCABULARY
Phrasal verbs using give
1 Look at these two sentences
• Some have given up going out at all!
• Never give up hope!
Give up is being used in two different ways. Look at the dictionary entry for give up to see which meaning is represented in
each case. Note the number of each meaning.
30
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
1a Substitute the words in bold with a suitable phrasal verb with give.
Example: The explorer's food finished in the middle of the desert.
gave out
1 Can you distribute the books to the class, Claudia?
2 Before she died, she left all her money to the dogs' home.
3 When the plastic caught fire, it produced a terrible smell.
4 Joanna offered her seat to the man with the walking stick.
5 They had to stop the climb when it started snowing.
6 Stop! Stop! I surrender. Don't hurt me any more!
7 She talked in her sleep and said where the money was hidden.
8 If I were you, I'd stop drinking whisky.
9 He never returns the books he borrows.
1b Answer these questions.
Have you ever...
1 given something away which you regretted afterwards?
2 forgotten to give back a book or record/CD to someone?
3 given up something that you thought was too difficult?
4 given up a bad habit or sporting activity?
5 been forced to give in and do something you didn't want to do?
2 Look at these two sentences:
• They brought the wine up from the cellar.
• They brought me up to speak English.
The meaning of sentence A is clear and literal. It tells us about the movement of the wine. Bring and up each have their usual
and separate meanings.
In the second sentence, bring and up combine to create a new, non-literal meaning: to raise / educate.
Look at these sentences and decide when the verbs and prepositions/adverbs are being used as phrasal verbs, i.e. in a nonliteral way.
2a
1
2
3
4
5
6
7
8
She picked up the pen from the floor.
Can you move your bicycle so that we can get by?
We changed hotel because we couldn't put up with the noise.
We have run out of cigarettes.
She picked up Spanish by visiting South America.
The girl ran out of the room.
They put the picture up with a nail.
I don't know how she gets by on her pension.
2b Which phrasal verbs mean:
1
2
3
4
to
to
to
to
endure / tolerate?
learn?
finish?
manage?
2c Complete each sentence with one of the four phrasal verbs. Remember to use the right tense.
1 I don't know how they ………… They have six children and they doesn't earn very much.
2 She is very clever. She ………… how to use the computer without any training.
3 We had to come back from holiday early because we ……………money.
4 Passengers are having to ………… long waits at airports because of a strike.
31
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
3 Phrasal verbs with take
3a Match each definition on the right with a phrasal verb on the left.
A
B
C
D
E
F
take on
take after
take off
take over
take to
take up
1 gain control/responsibility
2 start a new activity/hobby
3 start liking
4 have the same character (or looks) as an older relative
5 copy/imitate someone
6 employ
3b Complete each sentence with one of the phrasal verbs with take.
1 He was punished for taking his teacher …………………
2 She has just been taken ………………… at the bank.
3 I am afraid I can't take ………………… my new boss; he's an extremely unpleasant person.
4 Can you take ………………… while I go to lunch?
5 You really take ………………… your grandfather. You're both bad-tempered!
6 She's so tense, she should take ………………… yoga.
4 Match each phrasal verb with its definition on the right.
1
2
3
4
5
6
talk over
live up to
sort out
look down on
face up to
let down
A
B
C
D
E
F
cause someone to be disappointed
put in order/put right
be brave enough to accept or deal with something
speak about something thoroughly
have a low opinion of someone
reach someone's high standards
5 Complete each sentence with one of the phrasal verbs.
Remember to use the right tense.
1
2
3
4
5
6
Stop running away from the situation. It's time you ……… it.
He promised to pick me up from the station but he didn't. That's the second time he has ……… me ……… this week.
She was never able to ……… her mother's high expectations of her.
Don't be such a snob, Marcia. Just because she doesn't have as much money as you, that's no reason to …… her.
After he had spent all evening ……… the problem with his best friend he felt much better about things.
You can't expect me to ………… the plan before I've had an opportunity to study it carefully.
6 Choose the best meaning for the words in italics.
E.g.: 0) At half past six, the alarm clock went off.
A) exploded B) rang C) disappeared
1) Jim is very good at taking off his teacher
A) flying with his teacher B) getting rid of his teacher C) imitating his teacher
2) Please don't bring up that subject again!
A) start shouting about it B) mention it C) talk about it for hours on end
3) There is one small matter I would like to clear up
A) find an explanation for B) make clean and tidy C) get rid of once and for all
4) Jean is really good at picking up languages
A) choosing languages B) learning languages by being in a country C) learning languages by heart
5) Jackie broke down and everyone felt sorry for her
A) injured herself B) caused an accident C) started crying
B.
32
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
33
7 The following readings contain phrasal verbs; try to figure out (deduce) the meaning from context.
A few centuries ago, English was hardly spoken by anybody outside the British Isles. Yet nowadays, millions of people
around the world use it in their everyday lives. In many countries it has become a political issue. In some places, laws
discourage people from using English instead of the mother tongue. However, it is the behaviour of individuals which mostly
concerns us here. Today, we are going to look at some of those people and find out who they are, why they use it, and how they
feel about it.
a) I'm Kurt Thommen from Zurich in Switzerland. I'm a photographer for a wildlife magazine. I need
English because lots of handbooks are written in it and I travel a lot. Next month I'm going to visit South East
Asia. I hope I'll be able to make myself understood. I've found it is often easier to speak English to other
foreigners than to native speakers! One American colleague doesn't speak slowly enough for me to
understand him. It is useful to know English, but I don't approve of foreigners using English expressions in
their own language.
b) Hi! My name's Veronique Arnaud and I come from Quebec, which is in the French-speaking part of
Canada. I'm an accountant in a travel agency. I take care of foreign customers, so most of the time I have to
use English. In Canada everything's supposed to be bilingual but I don't like the way English seems to be
taking over. We had a real fight here, you know, to keep hold of our French past and identity. This is why I
voted for independence.
c) I'm Adebayo Omere from Nigeria and I'm an agricultural engineer. English is the
official language because there are so many different languages and dialects spoken in Nigeria. I have to
travel all round the country and often English is the only way to communicate. This is a pity because it used
to be the colonial language. I'd rather not use English all the time. However, if we had chosen a tribal
language, it would have caused political problems. So we will just have to put up with it!
d) I'm Cathy Wong and I'm from Singapore. I've been studying business administration in
London for the past two years. I felt really homesick to begin with because I'd never been away from home. It
took me time to get used to living on my own and I still miss my parents. They brought me up to speak English
and I was sent to an English-speaking school. When I got here, I still had a few problems with people's accents
and the slang that lots of the other students used. Some of the lecturers were hard to understand at first, and
there was lots of business jargon to pick up too. Living in London is expensive and I almost ran out of money
but luckily I got a part-time job and now I get by.
e) I'm Ana Gonzales from Sao Paulo in Brazil. It is eight years since I started to learn English. My biggest
problem is pronunciation. I love listening to English pop music which is a great way of learning new vocabulary.
My dad's a businessman and he uses English all the time. He speaks it fluently. He managed to pick it up while
he was working in the States. That's no surprise because living in the country is supposed to be the best way to
learn. Perhaps I'll study there. He wants me to speak English well enough so that I can join his company.
SOLUTIONS
1a
1 give out
2 gave away
3 gave off
4 gave away
5 give up
6 give in
7 gave away
8 give up
9 gives back
3a
A take on
B take after
C take off
D take over
E take to
F take up
4
1 talk over
2 live up to
3 sort out
4 look down on
5 face up to
6 let down
2a
literal
1 She picked up the pen from the floor.
2 Can you move your bicycle so that we can get by?
6 The girl ran out of the room.
7 They put the picture up with a nail.
phrasal verbs
3 We changed hotel because we couldn't put up with the noise.
4 We have run out of cigarettes.
5 She picked up Spanish by visiting South America.
8 I don't know how she gets by on her pension.
2
4
5
1
3
6
start a new activity/hobby
have the same character (or looks) as an older relative
copy/imitate someone
gain control/responsibility
start liking
employ
D
F
B
E
C
A
speak about something thoroughly
reach someone's high standards
put in order/put right
have a low opinion of someone
be brave enough to accept or deal with something
cause someone to be disappointed
2b
put up with = to endure/tolerate
run out of = to finish
pick up = to learn
get by = to manage
2c
1 get by
2 picked up
3 ran out of
4 put up with
3b
1 off
2 on
3 to
4 over
5 after
6 up
5
1 faced up to
2 let ... down
3 live up to
4 look down on
5 talking over
6 sort out
6
1
2
3
4
5
C
B
C
B
C
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
PREPOSITIONAL VERBS
34
IL VERBO DI PREPOSIZIONE
I verbi di preposizione non vanno confusi con i Phrasal verbs anche se molti Prepositional verbs, insieme alla loro preposizione,
diventano poi Phrasal verbs. Mentre i verbi di preposizioni “sfruttano” la preposizione per formare un legame sintattico con il
nome, il pronome, il gerundio o proposizione che segue, i Phrasal verbs, invece, vanno considerati un tutt’uno e, insieme,
generano un significato diverso rispetto al verbo base che lo compone; in altre parole, i Phrasal verbs sono perifrastici in quanto
il verbo e la particella preposizionale o la particella avverbiale o tutt’e due insieme congiuntamente al verbo svolgono la stessa
funzione che svolge un verbo lessicale da solo.
I verbi di preposizione sono transitivi, cioè richiedono un oggetto. L’oggetto il più delle volte è espresso ma qualche volta può
essere implicito.
La maggior parte dei Prepositional verbs consistono in un verbo base intransitivo più una particella preposizionale. Altri si
formano utilizzando un verbo base transitivo e una preposizione.
Normalmente la particella preposizionale trasforma un verbo intransitivo in verbo transitivo:
Es :
- look / look at / look for
I am looking. / I am looking for my keys.
- wait / wait for
I am waiting. / I am waiting for the bus.
- come / come through.
I came. / I came through the door.
La particella preposizionale non fa veramente parte del verbo ma costituisce un legame essenziale tra il verbo e l’oggetto,
espresso o implicito che sia.
Questi verbi, unitamente alla loro preposizione, sono inseparabili, cioè la parte verbale e la particella preposizionale vanno
sempre l’una accanto all’altra, es.:
- listen to
Concetta and Pasquale are listening to music
- believe in
I believe in God
- speak to
I’m speaking to the students
La frase di preposizione è una funzione grammaticale; è una specie di complemento del verbo. Infatti, in inglese viene chiamata
l’oggetto della preposizione. Ecco un esempio tipico: I rely on you
([io] conto su di voi)
Come lo stesso nome suggerisce, rimane sempre una preposizione ma ciò che distingue le frasi di preposizioni da altri complem enti di
verbi che comprendono nella loro struttura una preposizione (Phrasal verbs) è che la preposizione viene scelta dal verbo stesso.
Dopo il verbo RELY, per esempio, l’unica preposizione possibile è ON.
La preposizione viene “spogliata” del suo significato usuale e funge da copula sintattica tra il verbo e il nome / pronome ecc.
PREPOSITIONAL PHRASES
LA FRASE DI PREPOSIZIONE
Le parole sotto riportate possono essere usate in una frase di preposizione:
about
above
according to
across
after
against
along
amid
among
around
at
atop
because of
before
behind
below
beneath
beside
between
beyond
but (meaning except)
by
concerning
down
during
except
for
from
in
inside
in spite of
instead of
into
like
near
of
off
on
on account of
onto
out
out of
outside
over
past
regarding
since
through
throughout
to
toward
under
underneath
until
up
upon
with
within
without
Per far sì che queste parole siano considerate preposizioni, devono far parte di una frase di preposizione:
over the hill
without your coat
behind the door
during lunch
at Mary's house
atop Mount Everest
Da notare che la frase di preposizione non contiene alcun verbo. Generalmente contengono un aggettivo, un nome / sostantivo, un
pronome e possono anche contenere un gerundio. Il nome o pronome è l’oggetto della preposizione. Le frasi di preposizione possono
anche avere delle congiunzioni (coordinatori: and, but, or) per coordinare due nomi o pronomi, esempio:
underneath sand and rock. (sotto la sabbia e la roccia.)
Il vantaggio di riconoscere le frasi di preposizione è che non appartengono mai alla frase di preposizione né il soggetto né il verbo.
Per esempio, se consideriamo questa frase "The coat on the chair is mine" eliminando la frase di preposizione "on the chair"
vediamo chiaramente che coat è il soggetto e is è il verbo: "The coat on the chair is mine."
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
PREPOSITIONAL PHRASES
35
LA FRASE DI PREPOSIZIONE
Ci sono due tipi di frasi di preposizioni.
Una con funzione di “aggettivo” e la seconda con funzione di “avverbio” (adjective phrases e adverb phrases)
La costruzione minima di una Prepositional phrase inizia con una preposizione e finisce con un sostantivo, pronome, gerundio o
una proposizione, cioè l’oggetto della preposizione.
L’oggetto della preposizione spesso avrà uno o più modificatori (aggettivi) che aiutano a dare una descrizione più completa:
PREPOSITION
PREPOSITION
+
+
NOUN, PRONOUN, GERUND, OR CLAUSE
MODIFIER(S)
+
NOUN, PRONOUN, GERUND, OR CLAUSE
Alcuni esempi delle frasi di preposizioni basilari:
At home
At = preposition; home = noun.
From Pasquale
From = preposition; Pasquale = noun.
With me
With = preposition; me = pronoun.
By singing
By = preposition; singing = gerund.
About what we need
About = preposition; what we need = noun clause.
Alcune Prepositional phrases sono più lunghe:
Under the warm blanket
Under = preposition; the, warm = modifiers; blanket = noun.
In the weedy overgrown garden
In = preposition; the, weedy, overgrown = modifiers; garden = noun.
È importante comprendere la funzione delle Prepositional phrases.
Una frase di preposizione può essere utilizzata come un aggettivo che ci dice quale (which) o che genere (what kind) e
modifica un nome o pronome.
Una frase di preposizione con funzione di aggettivo seguirà direttamente il nome o pronome che modifica.
Se ci sono due frasi di preposizione con funzione di aggettivo, una seguirà l’altra.
Es.:
The students of Medicine study English (“of Business Studies” ci dice quali studenti studiano l’inglese)
The students in the first year of Medicine study English (“in the first year” + “of Business Studies”)
Una frase di preposizione può essere utilizzata come un avverbio che ci dice come (how), quando (when), dove (where),
quanto/a (how much) e perché (why) modificando il verbo e qualche volta un aggettivo.
Una frase di preposizione con funzione di avverbio può essere posizionata ovunque all’interno della proposizione senza
cambiarne il significato.
Es.:
The students have courses at the hospital (“in the faculty of Economics” ci dice dove si svolgono le lezioni)
Bisogna anche tener conto che non avremmo mai il soggetto di una frase all’interno di una Prepositional phrase. Qualche volta
sembrerà che un sostantivo della Prepositional phrase sia il soggetto logico di una frase, es.:
Neither of these cookbooks contains the recipe for Pasta Carbonara.
(Nessuno di questi ricettari contiene la ricetta per la pasta carbonara).
In questa frase, comunque, “cookbooks” è parte componente della Prepositional phrase “of these cookbooks”.
“Neither” – qualsiasi cosa sia – è il soggetto per il verbo “contains” ed essendo al singolare, richiede la forma della III persona
singolare del verbo “to contain”.
Molte Prepositional phrases sono delle frasi idiomatiche, cioè delle frasi di preposizione che hanno una struttura fissa e un
significato particolare. Ecco alcuni esempi:
at ease (with)
at heart
at issue
at least
at once
at play
at present
at the same time
by accident
by all means
by definition
by heart
a proprio agio
nocciolo (del problema)
in discussione
almeno
subito
in gioco
al momento
allo stesso tempo
per caso
certamente
per definizione
a memoria
by means of
in accordance with
in agreement with
in brief
in charge of
in comparison with
in conclusion
in connection with
in contrast with / to
in defense of
in fact
in length
per mezzo di
conformemente a
in accordo con
in breve
responsabile di
in confronto a
in conclusione
a proposito di
in contrasto a
a difesa di
in realtà
a lungo
in line with
in other words
in particular
in question
in relation to
in spite of
in view of
on behalf of
on condition that
in linea con
in altre parole
in particolare
in questione
in rapporto a
malgrado /
nonostante
considerato
per conto di
a condizione che
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Replace the phrasal verbs below with the underlined verbs in the sentence :
get up
go away
put up with
give up
put on
take off
put off
lie down
come out in
get over
pick up
cut down on
Exercise 1
Could you remove your shirt and recline on the treatment table, please.
I’m afraid we can’t make the pain disappear, but there is some medication so
you can tolerate it more easily.
You’ve got a nasty chest infection and you won’t recover from it unless you
quit smoking.
I always get affected by a rash if I dress in anything made of polyester.
If you want to improve your energy levels, you should limit junk food in your
diet.
I think I caught this stomach bug at the beach on Saturday. It’s discouraged
me from swimming in the sea ever again.
Exercise 2
calm down
look after
check out
lift up
come down with
carry on
look up
get down
go back
sort out
knock out
try out
I’ve been providing care for mum since she contracted an infection last
month.
Things can’t continue like this – I’m constantly stressed and don’t know how to
relax
I’m testing some new tablets for my blood pressure – let’s hope these ones
help me recover.
Flu can totally exhaust you physically, so it would be a mistake to return to
work too early.
I need to examine your arm now so, first of all, could you elevate it.
Losing my job depressed me at the start, but things are beginning to improve
again now.
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STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Prescription and Over-the-Counter Drugs
A drug is a chemical that affects living things. Aspirin, allergy medicine, sleeping pills, and other
medications are drugs. So are vitamins, cigarettes, and alcohol.
Medicine is a legal drug used to treat an ailment or illness.
Over-the-counter drugs (OTC drugs) are legal drugs that anyone can buy at places like the supermarket or
the drugstore.
Aspirin, antacids, and cough medicine are some kinds of OTC drugs.
Labels on OTC drugs give important information.
For example,

What is in the drug?

What do I take the drug for?

How much should I take?

What are the possible side effects?

Who should not take the drug?

How long is it safe to take the drug?
Prescription drugs are legal drugs that can only be ordered by a doctor or a dentist. Only a licensed
pharmacist / chemist can sell prescription drugs.
When a drug is prescribed, it is important to ask:

What is the name of the drug?

What will it do?

Are there any side effects?

When and how should I take the drug?

Are there foods and drinks, or other drugs to avoid while I am taking this medicine?

Can this prescription be refilled?

Is there a generic form of this drug?
37
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
38
Side Effects. Drugs affect your whole body. Not everyone responds to drugs in the same way. In addition to
treating the part of your body that needs the drug, a drug may cause a reaction in other parts of the body.
These unplanned reactions are called side effects. Common side effects are nausea, headaches, and
sleepiness. Sometimes side effects are caused by mixing a drug with certain other drugs or foods.
Many drugs should not be mixed with alcohol: The combination can be fatal. It is best to not drink alcohol
when taking any kind of medication. Dairy products prevent some antibiotics from working. OTC drugs list
side effects on the label. It is best to ask your doctor or pharmacist about side effects.
Dosage. How much of a drug you take is called the dose or the dosage. Both OTC and prescription drugs
have the dosage on the bottle or package. Too much medicine is dangerous.
Taking too much of a drug or taking it too often leads to an overdose.
An overdose can kill you.
Generic vs. Brand Name.
Each company that makes a drug can give it a brand name. When a new drug comes out, the company that
develops it is the only company that can make it for 17 years. After 17 years, other companies can make
that drug, too. A generic name is the chemical name of the drug. When many companies can make a drug,
one company will usually sell it under the generic name. Generic drugs are usually much cheaper than
brand-name drugs. Ask your physician to prescribe the cheapest form.
The most widely used drugs are medicines, taken for the prevention, treatment, or diagnosis of illness.
Medicinal drugs can be taken in many forms. They are most commonly administrated through indigestion,
but can also be injected into a muscle, a vein, or under the skin. Inhalers deliver a drug through the nose or
mouth to the lungs. Topical applications are applied to the surface of the body. Suppositories are inserted
in the rectum or vagina, and droppers introduce drugs into the eye or the ear.
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
39
There are two kinds of medicine you can buy at a chemist:
• medicine you can only buy if you have a prescription from a doctor
• ‘over the counter’ medicine that you can buy from the chemist at any time, without a prescription from
the doctor.
Labels on medicines provide a lot of important information.
Example What is the name
of the medication?
1. How many capsules
should be taken and how
often?
4. How should the capsules be
stored?
5. When did the patient buy
the medicine?
6. Where did the patient buy
the medicine?
2. Who are the capsules
for?
7. What is in the medicine?
3. What is the expiry date?
Is this a prescription medicine or an ‘over the counter’ medicine?
Read these medicine labels.
Match the medicine to the problem.
Which medicine would you use for these problems?
1. A headache
2. A small cut
3. Indigestion
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Read the directions on the Disprin packet and answer the questions.
1. How many tablets can adults take at one time?
a. 1-3 tablets
b. 2-4 tablets
c. 1-5 tablets
2. What’s the maximum number of tablets an adult can take in one day?
a. 6 tablets
b. 10 tablets
c. 12 tablets
40
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
Medicine instructions
A. Read about instructions on medicine labels.
Action verbs in instructions (imperatives)
Most instructions begin with verbs that tell you what to do. These are action verbs (imperatives).
The subject ‘you’ is not used. Example:
Take one capsule three times a day.
Repeat after four hours if necessary.
Do not give to children.
B. Adverbs in instructions.
Instructions often include adverbs or adverbial phrases that tell us more about the action. Adverbs are
words like: daily, carefully, regularly, directly, gently, thoroughly.
Adverbial phrases can tell us:
• how, e.g. with food, under medical supervision
• when, e.g. before bedtime, at meal times
• how often, e.g. twice a day, as required
• how long, e.g. for three days, until finished
• where, e.g. in your mouth, to the affected area
In an instruction, the normal word order is:
action > adverb > adverbial phrase.
C. Re-order the words to form instructions.
Example
onto the skin / directly / apply the cream
Apply the cream directly onto the skin.
1.
daily / until finished / take the tablets
2.
wash out / with water / promptly
3.
with warm salt water / rinse mouth / thoroughly
4.
regularly / as required / repeat
5.
press down / on the cut / firmly
6.
under medical supervision / only / use
41
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
1.
2.
Key
3.
4.
5.
6.
42
daily / until finished / take the tablets
t ake t h e t able t s daily unt il finis h e d
wash out / with water / promptly
w as h out prompt ly w it h w at e r
with warm salt water / rinse mouth / thoroughly
rinse mouth thoroughly with warm s alt w at e r
regularly / as required / repeat
re pe at re g ularly as re q uire d
press down / on the cut / firmly
pre s s dow n firmly on t h e cut
under medical supervision / only / use
us e only unde r me dical s upe rvis ion
Checking medicine labels
What is the medicine for?
Who can take it?
Who should not take it?
What are the possible side-effects?
What should you do if you get any side-effects?
Write phrases indicating the symptoms and the
corresponding treatment
SYMPTOM
TREATMENT
Fever
take aspirin
Stuffy nose
take a decongestant
Runny Nose
take an antihistamines
Cough
use expectorant
Cold
chicken soup and lots of liquids
Hoarseness
rest your voice, drink water
SYMPTOM
TREATMENT
Sore throat
Nosebleed
Gargle with salt water, suck on throat lozenges
Squeeze the bridge of the nose with your thumb and finger for about five minutes.
Sit with your head back, but don’t lie down.
Heartburn
Don’t drink caffeine, tea or alcohol. Take an antacid
Headache
Take aspirin
e.g.: patient, ‘I have a sore throat’ doctor, ‘you should gargle with salt water and suck on throat lozenges’
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
How to read medical records / medical charts
(Cartella clinica)
Describing a line graph
Line graphs are made of three important parts: the vertical axis, the horizontal axis and the diagonal line
(curve) which shows the relationship between the figures on the vertical axis and those on the horizontal.
In describing the line graph you should:
1. determine the topic of the graph and
2. look at the axes and diagonal line to understand the relationship that is being illustrated.
(
(
(
(
(
(
(
(
(
(
(
(
(
)
)
)
)
)
)
)
)
)
)
)
)
)
trough
erratic movements
a gradual rise
to level off
a dramatic fall
fluctuations
to reach a peak
a gradual fall
a plateau
a steady increase
to leap upwards
a decline
a sharp recovery
Using adjectives you can describe the degree of change. Do you know the corresponding adverbs ?
A dramatic fall
An abrupt rise
A sudden decline
A moderate growth
A slight increase
A rapid drop
A gradual decline
A steady recovery
A constant levelling off
to fall …………………
to rise ………………..
to decline ………………
to grow ………………
to increase ……………..
to drop …………………
to decline ……………
to recover ……………
to level off ………………
Other useful adjectives for describing changes:
slow,
marked,
sharp,
substantial,
significant,
considerable
43
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
44
How to describe a line graph
Temperature / centigrade
Look at the line graph and the text below and note how the verbs have been used to describe the
changes.
40
39.5
39
38.5
38
37.5
37
36.5
36
35.5
35
Mon
Tue
Wed
Thu
Fri
Sat
Let us look at the average body temperatures of a patient from Monday to Saturday.
The horizontal axis stands for days and the vertical axis for temperatures in degrees Centigrade.
On Monday, the temperature was at 37.5 °C, reaching a peak to almost 39°C on Tuesday, before falling back
to 37.5 °C on Wednesday. However, on Thursday the temperature subsequently rose and was well over
37.5°C. On Friday, we can observe a steady fall in temperature until Saturday when there was a sudden
decrease in temperature, which was largely due to the treatment the patient was receiving.
Note the use of prepositions:
The temperature rose by 2°C.
There was a rise of 2°C.
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
45
Reading comprehension
1) Read the text thoroughly and then choose the best alternative to complete the following sentence correctly:
Common Cold and Flu
Scratchy throats, stuffy noses and body aches all spell misery, but being able to tell if the cause is a
cold or flu may make a difference in how long the flu lasts. That's because the prescription drugs
available for the flu need to be taken soon after the illness sets in although the symptoms can be
eased with over the counter medications. As for colds, the sooner a person starts taking over-thecounter remedy, the sooner relief will come. Cold symptoms such as stuffy nose, runny nose and
scratchy throat typically develop gradually, and adults and teens often do not get a fever. On the
other hand, fever is one of the characteristic features of the flu for all ages. And in general, flu
symptoms including fever and chills, sore throat and body aches come on suddenly and are more
severe than cold symptoms.
1. According to the passage, knowing the cause of scratchy throats, stuffy noses and body aches ----.
A) reduces the likelihood of catching cold
B) sometimes doesn't help patients lessen the severity of symptoms
C) encourages patients to buy over-the-counter medications
D) will shorten the duration of the flu
E) prevents people from getting infected
2. According to the passage, to combat the flu effectively, ----.
A) the virus which causes the disease has to be identified
B) patients should only use over-the-counter medications
C) one should take the necessary medications upon catching the disease
D) there is no reason to see a doctor
E) people should try some alternative remedies
3. It is pointed out in the reading that ----.
A) fever is the most important feature of a cold
B) flu symptoms are not as severe as cold symptoms
C) the flu can be prevented by the flu vaccine
D) one doesn't need to take any medicine if he has a cold or the flu
E) over-the-counter drugs can be taken to ease the misery caused by a cold or the flu
From. http://www.grammarbank.com/esl -reading-comprehension-15.html
KEY 1) d 2) c 3) e
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
46
2) Read the text thoroughly and then choose the best alternative to complete the following sentence correctly:
Practice of Medicine
Modern scientific and technological developments in the practice of medicine and public health
have drawn nursing into new and wider fields of activity, and its functions have been expanded
accordingly. Therefore, nursing is no longer limited mainly to activities within the hospital, or to
what is called curative nursing. It has become also a community service in which preventive and
rehabilitative functions are a vital part of its program. The modern concept of nursing considers the
hospital, however central, as only one of many health agencies in the community.
1. As we understand from the reading, today ----.
A) the only reason people go to hospitals is for nursing care
B) most of the nursing practice now takes place in people's homes
C) hospitals are not the only setting where people receive care or support
D) scientific and technological developments can't improve the quality of care that is delivered in hospitals
E) nursing care is not vital to the core competency of hospitals any more
2. One can infer from the passage that ----.
A) nurses were treating more people in the patient's own home in the past
B) hospitals are the only places where nursing care is crucial
C) nurses don't see the hospital and clinic as important units in the community health program
D) hospitals are still the most important component of the healthcare
E) nursing shortage has had significant consequences during the past few years
3. According to the passage, the nurse's function has been expanded because of ----.
A) the nurse's activities in the hospital
B) hospitals, which are the most common work environments for nurses
C) the reluctance of nurses to work in the hospital
D) the necessity of working longer hours
E) the progress in science and technology in related fields
From: http://www.grammarbank.com/practice-of-medicine.html
KEY 1) c 2) d 3) e
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
47
3) Read the text thoroughly and then choose the best alternative to complete the following sentence correctly:
Active Passive Smoking
Psychologist George Spilich at Washington College in Chestertown, Maryland, decided to find out
whether, as many smokers say, smoking helps them to think and concentrate. He put non-smokers,
active smokers and smokers deprived of cigarettes through a series of tests. In the first test, each
subject sat before a computer screen and pressed a key as soon as he or she recognized a target
letter. In this simple test, smokers, deprived smokers and non-smokers performed equally well. The
next test was more complex. Non-smokers were faster, but under the stimulation of nicotine, active
smokers were faster than deprived smokers. In the third test of short-term memory, non-smokers
made the fewest errors, but deprived smokers committed fewer errors than active smokers. In the
fourth test, non-smokers were the best and deprived smokers bested those who had smoked a
cigarette just before testing. As the tests became more complex, non-smokers performed better
than smokers by wider and wider margins.
1. It is pointed out in the passage that the purpose of George Spilich's experiments is ----.
A) to test whether smoking has a positive effect on the mental capacity of smokers
B) to show how smoking damages people's mental capacity
C) to prove that smoking affects people's regular performance
D) to show that non-smokers are less productive at work than smokers
E) to prove that nicotine helps people's short term memory
2. We understand from the passage that ----.
A) active smokers in general performed better than deprived smokers
B) active smokers responded more quickly than the other subjects in all tests
C) the other subjects were not better than nonsmokers in the simplest test
D) deprived smokers gave the slowest responses to the various tasks
E) non-smokers committed more errors than deprived smokers in most of the tests
3. George Spilich's experiment was conducted in such a way as to ----.
A) check the effectiveness of nicotine on nonsmokers
B) put the subjects through increasingly complex tests
C) finish the tests as quickly as possible
D) force the subjects to recall the words they learned
E) compel the subjects to respond as fast as possible
From: http://www.grammarbank.com/reading-comprehension-worksheet.html
KEY 1) a 2) c 3) b
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
48
Reading comprehension
Drawing Blood and Transfusion (Ronald Bergman, Ph.D.)
A hospital corpsman (soldato di sanità militare) consulted her list of blood donor volunteers and
asked one to donate a pint of O+ blood. It was possible that it might be needed for an emergency
appendectomy (appendicectomia) being undertaken by the ship's surgeon while at sea. The
volunteer Sailor was brought to sickbay (infermeria della nave) and asked to lie down on the bed.
The corpsman determined that the Sailor was healthy; his pulse, temperature and blood pressure
were of normal values. She then tied a rubber band around the Sailor's arm, above the elbow, tight
enough to stop superficial venous blood flow but not enough to prevent arterial blood flow. The
cubital fossa (anterior surface of the elbow) was palpated and the median cubital vein was readily
located (see illustrations), facilitated by the Sailor repeatedly making a fist. The corpsman knew that
there were several large veins available in the region of the cubital fossa that she could use for
venipuncture. She was aware that there is considerable normal variation in the pattern of veins in
the arm and this is usually of no consequence. The corpsman then sponged clean the cubital fossa
with alcohol and dried it with a sterile gauze pad. She inserted the IV catheter through the skin at
an angle of about 45 degrees until she felt the needle enter the vein (by a slight decrease of
resistance), then she decreased the angle of the syringe to about 10 to 20 degrees and advanced it
slightly. Blood filled the lower part of the catheter reassuring the corpsman that she was indeed
inside the vein. The plastic sleeve of the IV catheter was advanced over the catheter needle into the
vein. The pressure band was then released. A blood collection bag was connected to the hypodermic
needle and the hypodermic needle was carefully taped to the skin to prevent it from b ecoming
dislodged (staccare). The corpsman had several types of catheter needles to select from but used
the simplest one in this case.
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
49
The back of the hand (the dorsum of the hand) is also available for venipuncture or IV insertion
and here the veins are usually clearly seen. They are not tightly bound to surrounding tissues,
hence they move and are deceptively easy to penetrate. If they are held in place by a finger,
penetration is facilitated. Instead of the rubber band being applied around the arm when the back
of the hand is selected for venipuncture, it is placed around the lower forearm above the wrist.
From: http://www.anatomyatlases.org/firstaid/DrawingBlood.shtml
Blood Types
In 1901, scientist Karl Landsteiner
reported that blood could be classified
into "types." By matching these blood
types, a successful blood transfusion
could be made between a healthy donor
and a patient in need of blood. Today,
hospital blood banks maintain an
assortment of blood products (red blood
cells, plasma, platelets, etc) in a variety of
blood types.
There are four main blood types: A, B,
AB, and O. Each of these blood types is
either RH positive (+) or Rh negative (-).
So, if someone has type B blood, they
have either B+ or B- blood.
The blood type of a patient determines which blood types they are able to receive as a transfusion.
The blood type of a blood donor also determines who can receive their blood donation.
People with O- blood are called "universal donors" because any patient can receive O- red blood
cells. Hospitals use O- red blood cells to provide emergency care for patients needing immediate
transfusions. In addition, hospitals maintain a supply of O- blood for patients with an O- blood
type, who can only receive O- red blood cells.
On the other end of the spectrum, very few people can receive AB+ red blood cells. However,
people with AB+ blood can receive red blood cell transfusions of any blood type, and are known
as "universal recipients." AB blood is special for another reason; plasma donations from people
with AB blood can be safely transfused to anyone, so AB donors are "universal plasma donors."
From: http://www.communityblood.org/commbc/what+is+blood/blood+type.asp
STUDIO ED ESERCITAZIONE – ESP ACTIVITIES 3 - ANGELO BACCARELLA
ACRONYMS (BLOOD)
WBC
RBC
Hgb\Hb
Hct
PLT
WHITE BLOOD CELL COUNT
RED BLOOD CELL COUNT
HAEMOGLOBIN
HAEMATOCRIT
PLATELET
ACRONYMS
ENGLISH
CAT
CBC
CT
Dx
ECG
EEG
ENT
Fx
HX
KUB
N&V
Sx
U\A
WNL
PET
DEFINITION
COMPUTED AXIAL TOMOGRAPHY
COMPLETE BLOOD COUNT
COMPUTED TOMOGRAPHY
DIAGNOSIS
ELECTROCARDIOGRAM
ELECTROENCEPHALOGRAM
EAR, NOSE, THROAT
FRACTURE
HISTORY
KIDNEY, URETER, BLADDER
NAUSEA AND VOMITING
SYMPTOMS
URINE ANALYSIS
WITHIN NORMAL LIMITS
POSITRON EMISSION TOMOGRAPHY
HIV
AIDS
OCD
HUMAN IMMUNE DEFICIENCY VIRUS
ACQUIRED IMMUNODEFICIENCY SYNDROME
OBSESSIVE COMPULSIVE DISORDER
HBP
ADHD
HIGH BLOOD PRESSURE
ATTENTION, DEFICIT HYPERACIVITY DISORDER
BMI
BODY MASS INDEX
PSA
PROSTATE SPECIFIC ANTIGEN
ITALIAN
TAC
EMOCROMO COMPLETO
TC
DIAGNOSI
ECG
EEG
ORL
FRATTURA
ANAMNESI
RENE, URETERE, VESCICA
NAUSEA E VOMITO
SINTOMI
ANALISE DELLE URINE
NEI LIMITI DELLA NORMA
PET
(tomografia a emissione di positroni)
HIV
AIDS
DOC
(DISTURBO OSSESSIVO
COMPULSIVO)
ADHD
(SINDROME DA DEFICIT DI
ATTENZIONE ED IPERATTIVITA’)
IMC
(INDICE DI MASSA CORPOREA)
PSA
50