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Scope and sequence
 Describing pain.
 Describing degree of pain
 Asking about pain
 Referred pain
1. Preview Activity
 Which of these parts of the body do you think are
the most sensitive to pain? Number them from
1( the most sensitive) to 10 ( the less sensitive)
_________ Back of the hand ________ forehead

_________ cheek ________ nose

_________ fingetip ________ palm

upper
_________ foot ________ arm

_________ forearm ________ upper lip

2. Experiment You need a paperclip and a ruler.
Bend the paperclip into a U
shape. With the points of the U
about 10mm apart, touch your
partner on the back of the hand
with both of the point at the same
time. Can they feel one or two
points? Adjust the distance
between the points and do the test
again until you find the shortest
distance where they can feel two
points. Write down the result and
repeat on the other parts of the
body listed in 1. to make it more
difficult, sometimes touch your
partner with just one point

Look at your answers for 1. Did

the experiment give the same
result
Vocabulary
1. Discuss these question with a partner.
 Are you good at dealing with pain?
 Do you have any special techniques to help you deal with pain?
 What is your experience of looking after people in severe pain?

2. Faces like these are used to help children and people who
cannot speak a language say how much pain they feel. Join
each adjective to the face it belongs with best
2. Match these word for types of pain with their
description
 Listening 1
Sub Topic: Pain chart, pain relief

a. Listen to four patients describing their

pains. Tick the boxes that describe the
pain.  

b. Try to complete these phrase, then

listen again and check.
1. Are you still ____ pain?
2. Well, ____ pain around my stomach.
3. I ____ a slight pain, just here ____ my
right side.
4. I’ve ____this throbbing pain ____ my
head.
5. I ____ getting this terrible pain ____ my
left arm.
 What kind of pain do you think these conditions
might cause. Discuss your thought with a partner.
 a deep cut
 Migraine
 A tumour
 Labour
 A Stomach ulcer
 Kidney stones
 A broken angkle
 A severed finger.
Language Spot
Making comparison

Plan:
1.The rules of using Comparatives and Superlatives adjectives;
2.Grammar Exercises;
3.Questions;
4.References.

The aims:

1. To develop grammar, reading, speaking, writing skills;

2.To enlarge students’ vocabulary, cognitive and creative
abilities
 COMPARATIVE ADJECTIVES

We use the comparative to compare two people,

places or things.

small smaller
 HOW DO WE BUILT?

Short adjective + ER. Long adjective: MORE + long

adjective
old  older
exciting  more exciting
young  younger
beautiful  more beautiful
CVC + ER (the final consonant is
doubled) Irregular adjectives
big  bigger good  better
hot  hotter bad  worse
Short adjective ended in –Y  -IER We use THAN after the comparative
easy  easier form of the adjective.
heavy  heavier John is taller than Mary.
A Ferrari is more expensive than a Fiat.
 Complete the following sentences.
Use the comparative form of the
adjectives in brackets.

1. Tiny is (tall) than Sky.

2. Sky is (good) at basketball than Tiny.

3. Tiny is (fast) than Sky.

4. Sky is (popular) than Tiny.

5. Sky’s feet are (big) than Tiny’s feet.

 SUPERLATIVE ADJECTIVES

We use the superlative to compare more than

two people, places or things.
big – bigger – the biggest
HOW DO WE BUILT?

Short adjective + EST. Long adjective: THE MOST + long adjective

exciting  the most exciting
old  the oldest
beautiful  the most beautiful
young  the youngest
Irregular adjectives
CVC + EST (the final consonant is good  the best
doubled) bad  the worst
big  the biggest
hot  the hottest
Short adjective ended in –Y  -IEST We use THE before the superlative form
of the adjective.
easy  the easiest
John is the tallest.
heavy  the heaviest
A Ferrari is the most expensive car .
 Complete the following sentences. Use
the superlative form of the adjectives in
brackets.
1.Al is (short).
2.Ed is (thin).

3.Al is wearing (colourful) clothes.

4.Ed is (tall).

5.Joe is (smart).
 Fill in the correct form of the words in brackets
(comparative or superlative).
1.My house is (big) ____ than yours.
2.This flower is (beautiful) _______ than that one.
3.This is the (good) ______ book I have ever read.
4.Non-smokers usually live (long) _______ than smokers.
5.Which is the (dangerous) _______ animal in the world?
6.A holiday by the sea is (good) ______ than a holiday in the
mountains.
7.It is strange but often a coke is (expensive) ________ than a
beer.
8.Who is the (rich) _________ woman on earth?
9.The weather this summer is even (bad) _______ than last
summer.
10.He was the (intelligent) _________ thief of all.
 Answer the following questions:
 
1.When do we use Comparative and Superlative adjectives?;
2.How do we form Comparative and Superlative adjectives?;
3.Describe your favorite actor using Comparative adjectives.;
4.Describe your group-mate using Superlative adjectives.
 Other Function
 When we compare two things or situations directly, we use comparative
+ than. example
 The fracture is more serious than we realized .
 We need something more central.
 The treatment is less successful than we had predicted.
 The opposite of more is less Example:
 The treatment is less successful than we had realized.
 Nurse Anti is less friendly than nurse Mina.
 We need something more central.
 To make comparison stronger, we use much before the comparative.
Example
 I am feeling much better today.
 My leg is much less painful than it was yesterday.
 The fracture is much serious than we realized .
 Look at the information about 1. Nuradine is much ____ (effective) than
these three painkillers. Ibroxen
 Complete the sentences, then 2. Ibroxen is ____ (cheap) than
Nuradeine.
write three more of your own.
3. Ibroxen has ____ (side effects) than
Nuradeine.
4. Nuradeine is ____ (effective
5. _______________________________
6. _______________________________
7. _______________________________
8. _______________________________
9. _______________________________
10. _______________________________
 Listening 2
(Pain Relief)

Listen to Janice and Karen talking about Complete these sentences with verbs
their experiences of pain relief in labour. below, then listen again to check.
Became got took way cope with
Underline the part of the sentence in italics
Losing wears off feel relieve
that is true.
1.It does ____ the pain a bit …
1.Their babies are different sexes/the same sex.
2.… the effect ____ very quickly.
2.Karen started with gas and air/Pethidine. 
3.It made ____sick too
3.Gas and air made/didn’t make her feel good
4.… when the pain ____ unbearable. I had an
4.The epidural relieved all/some of the pain.
epidural.
5.Janice had/didn’t have gas and air.
5.Did that help you ____ the pain?
6.Janice lost no/all feeling during her previous birth.
6.It ____ the pain completely!
7.I decided to have gas and air if the pain ____
worse …
8.I didn’t like ____ all sensation
Pronunciation
 Reading
A. Before you read article, discuss these C. Complete the gaps using verbs from
question with a partner. the article. You may change the tense.
 Can you give a definition of pain? 1.She wears a mask to p ____ he area of
 Why do we feel pain? burnt skin.
 What would happen if you could feel no pain? 2.The pain in your legs should go when we
t____ your back problem.
B. Read the article and decide if the
statements below are true (T) or false (F) 3.She used breathing exercises and gas and
air to m____ the pain of chilbirth.
1.People who are born unable to feel pain are
unlucky. ____ 4.A local anaesthetic will p____ you feeling
any pain during the operation.
2.Pain starts in the brain ____
5.Breathing exercises help c____ the pain to
3.Chronic pain last longer than acute pain ____
some extent.
4.All drugs which stop pain work directly on the
6.When you s____ a serious injury, you may
brain ____
not pain immediately.
5.Phantom limb” pain is felt by people who have lost
an arm or leg ____
Reading
Patient care
Questions to assess pain
Here are some basic questions to ask a patient when assessing pain. Match
the beginning of each sentence to the end.

1. Where does a. worse?

2. Does it b. It hurt?
3. When did it start c. Does it hurt?
4. Does the pain d. Describe the pain?
5. How much e. Hurting?
6. Can you f. Hurt all the time
7. Does anything make g. Stay in one place or move around
8. What makes it h. The pain feel better
Speaking
Sub Topic. Filling in the pain chart

a. You have a problem with your liver which causing your pain.
Imagine the pain you might feel, and be ready to answer the nurse’s
questions. Think about the following details.
 Where?
 When?
 How bad?
 Type of pain?
 Same place or moving?
 Getting better/worse?
 What helps makes it worse?
b. You are the nurse. Ask Student B about the pain they are
experiencing. And fill in the chart at the top of the next column.
c. Change roles. Answer the nurse’s questions.
Writing
(Pain Report)
a. Read this report on the patient's pain. Find and
correct five mistakes in it.
The patient has abdominal pain. It begin suddenly last
night as mild but constant pain all over abdomen. Now it
is more bad, and is one the right-hand side to the
abdomen. The pain has worse when he coughs

b. Write a report about the pain your partner

explains in speaking. Use the chart you filled in to
help you remember the details.
Body bits
Areas of referred pain

Look at diagrams showing areas of

referred pain. Work with a partner.
Discuss which color you think refers
to each of the following parts of the
body.

a. Kidney g. stomach
b. Appendix h. Colon
c. Ovary i. Bladder
d. Liver and j. Lung and
gallbladder diaphragm
e. Small k. heart
intestine
f. pancreas
Checklist
 I can understand a patient about pain
 I can ask a patient about their pain
 I can understand an article about pain
 I can write a report on patient’s pain
 I can name the main internal organs