English for Nursing 2
General Teaching Programme
______
Area of Foreign Languages
English for Nursing
UNIT 1 PATIENT ADMISSION
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
• To develop speaking and understanding through conversation about hospital jobs and personnel.
• To share information about oneself using the present simple or the present continuous.
• To understand a simple conversation and use simple language to understand directions.
• To learn how hospital admissions work through text reading and listenings.
• To be able to say, write and understand checking in a patient.
• To use specific vocabulary to check in a patient.
• To speak about one’s job at a hospital.
• To learn through reading and speaking about hospital departments and facilities.
CONTENTS LISTENING
• Listen to an interview and answer the questions.
• Listen again and copy complete sentences.
• Listen and complete the instructions.
• Listen to a nurse’s directions.
• Look at the audio script and check your answers.
• Listen to a triage nurse talking to four new patients.
• Listen again and complete the sentences.
• You are going to hear a nurse interview a patient.
• Listen again and complete the nurse’s questions.
• Listen and write the names you hear.
SPEAKING
• In pairs ask your partner questions.
• Introduce your partner to the class.
• Work in pairs asking and answering questions about the location of places in the hospital.
• Look at the medical problems and compare with a partner.
• In pairs put the patients in order of priority to see the doctor.
• Take turns role playing doctor/nurse.
READING
• Read and choose the best description for each job.
• Read the grammar note on the present simple and present continuous.
• Read the interview with a practice nurse.
• Read the definitions and match to the hospital departments.
• Read a nurse explaining the layout of the hospital.
• Listen and complete the sentences.
• Read the extract from a patient information leaflet.
• Read again and fill the gaps with the words given.
WRITING
• Listen, copy and complete the sentences.
• Use the words to complete the definitions.
• Listen and complete the instructions.
• Read the leaflet and complete the gaps.
• Listen and complete the sentences with the words in the box.
• Find the words in the admissions for with these meanings.
• Listen and complete the nurse’s questions.
• Write questions for these answers.
• Look at the photo and complete the information.
LANGUAGE KNOWLEDGE AND USE
– Linguistic knowledge:
Grammar.
• Present simple v present continuous.
• Prepositions of location.
• Requests.
• Describing locations.
Vocabulary.
• Hospital and job personnel.
• Hospital departments and facilities.
• Emergency rooms.
• Patient details.
• Hospital room facilities.
Pronunciation.
• Put words in order according to their stress pattern.
• Pronunciation of the alphabet.
• British and American English.
– Learning reflection:
• Understanding basic introductions.
• Learning to introduce a classmate.
• Learning about hospital jobs and personnel.
• Reading and listening about hopital departments and facilities.
• Learning to check in a patient.
• Learning functional language to work in a hospital.
SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
• To learn how to communicate in a hospital.
• Interest in learning about how hospitals work around the world.
• Positive attitude towards working in pairs.
• Willingness to discuss personal finance and learn through dialogues and personal
experience.
• Enjoyment in completing activities
BASIC COMPETENCES
1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Learning about jobs in a hospital.
1.1 Evaluation criteria: Interest in learning about how hospitals are structured.
2. Mathematical competence: Students practise the ordinal numbers in English as used to
express fl oor numbers. 2.1Evaluation criteria: To be able to use mathematical concepts in English.
3. Knowledge and interaction with the physical world: References to hospitals around the
world and how they work. 3.1Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.
4. Social and civil competence: To learn how to manage your money wisely. p.10. 4.1Evaluation criteria: Be willing to learn about one’s finances.
5. Cultural and artistic competence: References to people’s jobs in hospitals in different
countries. 5.1Evaluation criteria: Pleasure in learning cultural facts.
6. Competence of learning to learn: Students complete the activities in Unit 1. 6.1Evaluation criteria: Interest in learning how to learn in English.
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete
dialogues and speakings throughout the unit. 7.1Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others.
8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems.
CROSS-CURRICULAR ITEMS
• Maths: Hospital departments and facilities
• Using numbers and maths skills to communicate in English
ATTITUDES AND VALUES
• Politeness in the other language.
• Effort with new vocabulary and structures.
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
• Overcome mental blocking when meeting new people in the target language
• Attentive-assertive listening
• Use of target language in class
MIXED-ABILITY ACTIVITIES Consolidation activities:
• Listening, Course book, Unit 1. p. 5,7,9,10,11.
• Vocabulary Study, Course book, Unit 1.p. 4,6,7,10,11.
• Grammar Study, Course book , Unit 1.p. 5.
• Reading study, Course book, Unit 1. p. 5,8.
• Writing study, Course book, Unit 1. p.
• Speaking study, Course book, Unit 1. p. 5,6,11.
• Pronunciation study, Course book, Unit 1. p. 6,9.
Extension activities:
CD-ROM Extension activities:
• Hospital jobs and personnel. PDF
• Hospital departments and facilities. PDF
• Admissions. PDF
• Checking in a patient. PDF
EVALUATION
1. EVALUATION RESOURCES
Formative evaluation
• Classroom observation to check both individual and global progress
• Skills: reading, writing, listening exercises
• Activities Unit 1
Accumulative evaluation Self-evaluation
2. EVALUATION CRITERIA
• Understand the general message of texts about hospital jobs, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the correct pronunciation - intonation when talking about hospital departments.
• Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about hospital admissions.
• Complete short dialogues using the appropriate structures, functions and vocabulary, such talking to new patients.
• Use consciously his/her linguistic knowledge in order to listen to someone giving directions.
• Analyse social aspects of the Anglo-Saxon countries, by comparing how hospitals work in those countries with the ones in their own country.
• Identify learning strategies used to progress in the learning process by completing the activities for Unit 1.
UNIT 2 PAIN
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
• To develop speaking and understanding through conversation about locating and
describing pain.
• To correctly assess pain.
• To understand a simple conversation and to be able to offer pain relief.
• To learn comparative and superlative adjectives and their use.
• To be able to say, write and understand different aspects of jobs in finance and banking.
• To use specific vocabulary to describe pain.
• To speak and use correct vocabulary to communicate successfully.
• To learn through reading and speaking about pain and how to relief it.
CONTENTS LISTENING
• Listen to where patients feel pain.
• Complete the expressions.
• Listen and put the words in order to make sentences.
• Listen to five patients talk about pain.
• Listen again and complete the sentences.
• Listen to part 1 of the pain assessment and answer the questions.
• Listen to part 2 of the assessment.
• Listen again and choose the correct answers.
• Listen to part 3 of Diana’s assessment.
• Listen to a dialogue about CAM.
SPEAKING
• Add a Wh-word to for pain assessment questions.
• Use the pain assessment scale to converse.
• Discuss the location and severity of pain.
• Look at the pictures and discuss in pairs.
• Read the audio scripts and discuss.
• Work with a partner and discuss pain relief.
• Take turns asking and answering questions.
• Work in small groups and discuss the question.
• In small groups, discuss the questions.
READING
• Read the sentences and rewrite so they have the same meaning.
• Read the grammar note on the comparative and superlative adjectives.
• Read and use adjectives to complete the patient’s admissions.
• Listen and read to fill the gaps.
• Match the adjective phrases with the descriptions.
• Read the patient case.
• Read the “Putting your Patient at Ease”.
• Read the text aout Lower back pain.
• Read about Complementary Alternative Medicine.
WRITING
• Label the pain map with the vocabulary words given.
• Rewrite the sentences.
• Write one sentence for each red arrow.
• Complete the expressions.
• Put the words in order to make sentences.
• Use the adjectives to the complete the patient’s descriptions.
• Listen and complete the sentences.
• Add Wh-question word to form pain assessment questions.
• Look at the extract and complete.
• Complete the description of good communication practice.
• Read and complete the article.
• Write Do or Don’t to complete the advice for the patient.
• Complete the definitions.
LANGUAGE KNOWLEDGE AND USE
– Linguistic knowledge:
Grammar.
• Comparative and superlative adjectives.
• Adjective phrases.
• Wh-question words.
• Patient friendly intonation.
• Do and Don’t
Vocabulary.
• Parts of the body.
• Common Medical problems.
• Exressions for the intensity of pain.
• Secondary effects of pain.
• Complementary and alternative medicine.
Pronunciation.
• British and American English
• To recognize friendliness by tone of voice.
– Learning reflection:
• Locating and describing pain.
• Learning to communicate successfully.
• Learning comparative and superlative adjectives.
• Reading and listening about people’s pain and to aid in its relief..
• Learning about Complementary and alternative medicine.
• Learning functional language to describe, assess and talk about pain relief.
SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
• To learn how to communicate with people using specific medical vocabulary.
• Interest in learning about how to treat a patient.
• Positive attitude towards working in pairs.
• Willingness to discuss jobs in banking and learn through dialogues and personal experience
• Enjoyment in completing activities
BASIC COMPETENCES
1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Describing where your pain is located.
1.1 Evaluation criteria: Interest in learning specific medical terminology to describe pain.
2. Mathematical competence: Learning to use numbers to describe the level of pain being experienced.
2.1Evaluation criteria: Using mathematical concepts in English.
3. Knowledge and interaction with the physical world: References people’s reaction to pain and how they handle it.
3.1Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.
4. Social and civil competence: To learn how to treat patients in pain.
4.1Evaluation criteria: Be willing to learn about patient care.
5. Cultural and artistic competence: References to how people work and live.
5.1Evaluation criteria: Pleasure in learning cultural facts.
6. Competence of learning to learn: Students complete the activities in Unit 2.
6.1Evaluation criteria: Interest in learning how to learn in English.
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit.
7.1Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others.
8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/her actions, both with others and with him/herself, above all when resolving everyday problems.
CROSS-CURRICULAR ITEMS
• Social competence: Pain Relief
• Learning how patients and doctors treat pain.
ATTITUDES AND VALUES
• Politeness in the other language.
• Effort with new vocabulary and structures.
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
• Overcome mental blocking when meeting new people in the target language
• Attentive-assertive listening
• Use of target language in class
MIXED-ABILITY ACTIVITIES Consolidation activities:
• Listening Course book, Unit 2 p. 13,14,16,19.
• Vocabulary Study, Course book, Unit 2. p. 12,14,19.
• Grammar Study, Course book , Unit 2.p. 13.
• Reading study, Unit 2 p.17,18.
• Writing study, Course book, Unit 2. p. 16.
• Speaking study, Course book, Unit 2. p. 15,17,18,19.
Extension activities:
CD-ROM Extension activities:
• Locating and describing pain. PDF
• Pain assessment. PDF
• Successful communication. PDF
• Pain relief. PDF
EVALUATION
1. EVALUATION RESOURCES
Formative evaluation
• Classroom observation to check both individual and global progress
• Skills: reading, writing, listening exercises
Accumulative evaluation Self-evaluation
• Activities, Unit 2
2. EVALUATION CRITERIA
• To understand the general message of texts about pain relief, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the correct pronunciation - intonation when talking about pain assessment.
• Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about successfully communicating the location of your pain.