9
Unit 9: Making healthcare greener
Transcript 116
1. All our hospital food, from potatoes to fresh meat, is bought in small quantities at local markets from specialist hospital providers, so the food miles are very low.
2. Our fruit and vegetables don’t have much packaging because they don’t travel very far.
3. Of course, in winter for example, we can’t get strawberries or tomatoes, so we don’t put them on the menu.
4. A rated means they are very efficient and they don’t use much electricity.
5. We installed solar panels about two years ago, so a lot of our electricity is created by solar energy.
6. Our hospital is very efficient, because we have all the energy-saving features such as low-energy bulbs, A-rated windows and lots of insulation.
7. E
Set all the questions for small groups. Monitor and assist with vocabulary. Feed back, getting ideas from each group.
Possible answers 1. To minimize impact on the environment, appeal to patients and families, and to save money.
2. They can offset their carbon footprint, i.e., they can pay money to specialized organizations who then, for instance, plant trees for the amount of pollution caused.
3. An intensive care ward: don’t wash towels every day; minimize water wastage, turn lights off when not in use. A medical centre: switch all lights and computers off at night, recycle waste. A medical imaging service: recycle X-rays, store patient data digitally only, use energy- efficient equipment. A cancer clinic: reuse masks and gowns where possible, reduce medications, provide treatment at patients’ homes rather than in the hospital.
Grammar for listening: Recognizing passive sentences
Work through the examples. Note that most students will be aware of the passive with the preposition by, but in many cases the original subject is obvious, so there is no by … structure. Instead, there is another prepositional phrase. Students must, therefore, be prepared for other information after a passive verb.
Play the recording. Transcript 117
A lot of our hospital food is bought by the head chef. A lot of our hospital food is bought from specialist hospital providers. A lot of our hospital food is bought in small quantities. A lot of our hospital food is bought at local markets.
In some hospitals, patients use new towels every day, but in our hospital they reuse their towels for two days.
Green is good
Recognize stressed syllables Research information about issues around ecotherapy
Use target vocabulary and language in a team to prepare a short talk about aspects of ecotherapy Understand and use phrases for working in a team
Introduction Refer students to the title. Check that students remember the meaning of green as environmentally friendly. Refer to the subheading and the photographs. Ask them to suggest any connections. Accept any reasonable suggestion at this point, and make a list on the board.
Content note Eco-psychology is about the relationship between humans and the natural world. In particular, it is concerned with ways of exploring the emotional connection between people in general – and patients specifically – and the natural world, assisting them to develop sustainable lifestyles. Theodore Roszak is credited with coining the term in 1992. Howard Clinebell (1996) called it ‘green therapy’. Ecotherapy is often seen as applied eco-psychology.
In some countries, the concept of mental health may be quite new, or it may not be fully recognized and ‘dealt with’ inside the family or in a healthcare setting. More and more healthcare professionals accept the idea that therapy through a good, kind and natural environment, and possibly also through work such as art or music therapy, is beneficial to patients and can help lessen the effects of diseases or treatments.
A
1. Set the question for pairwork or small groups. Don’t correct at this stage. Write opinions on the board.
2. Pre-teach the eco suffix. Eco is short for ecology, i.e., the science of studying the Earth, the environment and, for instance, the effect humans have on this. Students guess the meaning of ecotherapy.
3. Students look at the words, discuss their meaning together, and look up any words they can’t guess the meaning of. Then, in groups, they predict what the text will be about and try to say this in one or two sentences, using the words listed. Don’t correct at this stage.
4. Give students plenty of time to discuss if they are finding plenty to say. Write any new ideas on the board. Have some individual students present their answers.
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