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General Teaching Programme – ENGLISH FOR NURSING 2 1

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


• 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.



• 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.



• 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.



• 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.


• Locating and describing pain. PDF • Pain assessment. PDF • Successful communication. PDF • Pain relief. PDF

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. • Complete short dialogues using the appropriate structures, functions and vocabulary, such as using comparative and superlative adjectives. • Use consciously his/her linguistic knowledge in order to listen to dialogues about patients describing their pain. • Analyse social aspects of the Anglo-Saxon countries, by comparing how people deal with pain in those countries compared to the ones in their own country. • Identify learning strategies used to progress in the learning process by completing the activities for Unit 2.

UNIT 3 VITAL SIGNS


• To develop speaking and understanding through describing statistics and vital signs. • To exchange information advising patients. • To understand a simple conversation using Will for future predictions. • To learn specific vocabulary related to describing statistics, vital signs and readings. • To be able to say, write and understand different aspects of the circulation and heart. • To use Will for futture predictions to instruct patients. • To learn words and expressions to give patients instructions.

CONTENTS LISTENING

• Listen to a practice nurse weighing and measuring patients. • Listen and match the dialogues with the patients. • Listen again and plot the height and weight of the patients on the chart. • Listen again if necessary and complete the nurse’s questions. • Listen and complete the readings. • Listen to a reading with some mistakes and correct them. • Listen to the Staff Nurse update her team. • Listen again and complete the sentences. • Match the instructions to the images. • Listen again and say why the nurse needs to take the patient’s pulse twice. • Listen and answer the questions. Work in pairs and compare. • Listen and answer the questions. • Listen and complete the vital signs.

SPEAKING

• In pairs, take turns to weigh and measure each other. • In pairs, match the abbreviations on the chart with words. • Discuss the ways in which each factor con affect vital signs. • Listen and answer the questions. • In pairs, use the diagram and words to explain how the heart works. • Advise a patient who is a heavy smoker.

READING

• Complete the nurse’s questions.

• Match the vital signs with the correct definitions.

• Match the abbreviations to the words.

• Complete the summary with the words in the box.

• Complete the information given to the patient.

• Read and complete the information about the function of the heart.

• Read the text about smoking.

WRITING

• Complete the nurse’s questions. • Complete the summary with the words in the box. • Put the words in the box in the correct column in the table. • Complete the sentences with the correct form of the words. • Put the words in order to form sentences. • Use will and the verbs in the box. • Use will and the correct form of the verbs in the box. • Write five lines on how to take vital signs. • Label the diagram of the heart with the words. • Complete a summary of the main points.



• Statistics • Abbreviations for vital signs • Will +infinitive for future • Word stress

Vocabulary.

• Weights and measurements • Medical equipment • Environmental, social, psychological, physical descriptors • Verbs for patient instructions • Diagram of the heart • Smoking

Pronunciation

• British and American English • Check the syllable stress

– Learning reflection: • Understanding the circulation and the heart.

• Learning how to describe readings.

• Learning when and how to use Will for future predictions.

• Reading and listening about statistics and vital signs.

• Learning specific vocabulary to talk about circulation and the heart.

• Learning functional language to speak to a patient.


• To learn how to discuss readings, vital signs and/or statistics. • Interest in learning medical vocabulary to deal with patients. • Positive attitude towards working in pairs. • Willingness to discuss how banks work and what they offer, learning 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. Using specific vocabulary to discuss circulation and the heart. 1.1 Evaluation criteria: Interest in learning specific vocabulary to talk about vital signs.

2. Mathematical competence: Learning to use kilos, pounds, stone, inches and feet to describe people and fill a weight/height chart. 2.1Evaluation criteria: Learning mathematical concepts in English.

3. Knowledge and interaction with the physical world: Learning how a nurse takes vital signs. 3.1Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.

4. Social and civil competence: To learn how nurses treat their patients. 4.1Evaluation criteria: Be willing to learn about patient care.

5. Cultural and artistic competence: References to how hospitals work abroad. 5.1Evaluation criteria: Pleasure in learning cultural facts.


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




CROSS-CURRICULAR ITEMS • Social competence: Taking vital signs • Using tact and the correct vocabulary to communicate in English



• Listening Course book, Unit 3 p. 20,22,23,24,25,26. • Vocabulary Study, Course book, Unit 3. p.21,22,23,26. • Grammar Study, Course book , Unit 3. p. 25. • Reading study, Unit 3 p. 26. • Writing study, Course book, Unit 3. p. 25. • Speaking study, Course book, Unit 3. p. 21,22,26,27.


• Statistics and vital signs. PDF • Describing readings. PDF • Taking vital signs. PDF • Circulation and the heart. PDF

EVALUATION





Self-evaluation

2. EVALUATION CRITERIA • To understand the general message of texts about circulation and the heart, and to identify relevant details in oral messages related with them. • Express himself/herself with fluency and using the correct pronunciation - intonation when using specific medical vocabulary to talk about readings. • Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about patients and their vital signs. • Complete short dialogues using the appropriate structures, functions and vocabulary . • Use consciously his/her linguistic knowledge in order to listen to dialogues between patients and nurses. • Analyse social aspects of the Anglo-Saxon countries, by comparing nurses treat patients in those countries compared with the ones in their own country. • Identify learning strategies used to progress in the learning process by completing the activities for Unit 3.

UNIT 4 SYMPTOMS


• To develop speaking and understanding through conversations about describing symptoms and injuries.

• To give instructions in an asthma emergency. • To understand a simple conversation using the past simple v. the past continuous. • To learn nursing terms to deal with incoming patients. • To be able to say, write and understand common symptoms and injuries. • To use the imperative to speak to patients. • To talk about SOAP notes.

CONTENTS LISTENING

• Listen to six patients describing their problems. • Listen again and writ the description of the problem. • Listen to the nurse interviewing a patient. • Listen to the dialogue and answer if the questions are true or false. • Write the sentences, listen and check.

SPEAKING

• Look at the patients in the Emergency Room and discuss. • Look at the picture and in pairs discuss the questions. • Compare your answers with your partner. • Listen and check. Practise the dialogues. • Talk sympyoms and causes of asthma. • Work in pairs and take turns to practise reading them. • Explain how to position a patient into the High Fowler’s position. • Work in pairs using prompts. • Dictate the nursing terms to your partner.

READING

• Complete the text about emergency rooms with the words in the box.

• Complete the sentences about the patients’ injuries and symptoms.

• Read the grammar note on Past simple v past continuous.

• Complete the sentences with the correct form of the verb.

• Listen and complete the patient record.

• Decide if the questions are Open or Closed.

• Complete the dialogues.

• Read the text and check your answers.

• Read the grammar note on the imperative.

• Use the verbs to complete the instructions given by the nurse.

• Look at the SOAP note that the the nurse wrote.

• Read the SOAP notes and answer the questions.

• Read the vocabulary words and their abbreviations.

WRITING

• Complete the text about emergency rooms. • Listen and write the description of the problem. • Complete the sentences about the patients’ injuries and symptoms. • Complete the table with the correct word forms. • Complete the sentences with the correct form of the verb. • Listen again and complete the patient record. • Complete the dialogues with the nurse. • Use the verbs to complete the instructions. • Look at the SOAP notes and fill the gaps.




• Past simple v past continuous • Noun, verb, adjective forms of words • Open and closed questions • The Imperative • Staging words • Common medical abbreviations

Vocabulary.

• Common symptoms and injuries • Patient record • Respiratory system • Nursing terms

Pronunciation

• British and American English

– Learning reflection: • Describing symptoms and injuries.

• Learning when and how to use the past continuous versus the past simple.

• Learning give instructions in an asthma emergency.

• Reading and listening about symptoms and injuries in the ER.

• Learning when and how to use the imperative.

• Learning functional language to speak to patients about symptoms, injuries and/or instructions in

case of an emergency.


• To learn how to describe symptoms and injuries when talking to a medical professional. • Interest in learning about steps to take in case of an emergency . • Positive attitude towards working in pairs. • Willingness to discuss how bank transactions work learning 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. Using specific vocabulary express one’s symptoms and injuries at a hospital.

1.1 Evaluation criteria: Interest in learning how hospitals work.

2. Mathematical competence: SOAP notes 2.1Evaluation criteria: Learning mathematical concepts to express oneself in English.

3. Knowledge and interaction with the physical world: Learning about asthma. 3.1Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.

4. Social and civil competence: To learn how to use polite language using nursing terms. 4.1Evaluation criteria: To be willing to learn medical terminology.

5. Cultural and artistic competence: References to global illnesses,. 5.1Evaluation criteria: Willingness to learn cultural facts.




dialogues and speakings throughout the unit. 7.1Evaluation criteria: To enjoy one on one




CROSS-CURRICULAR ITEMS • Social competence: Asthma emergency-giving instructions • Using maths skills to fill out SOAP notes. • Using tact and the correct vocabulary to communicate in English



• Listening Course book, Unit 4 p. 28,30,33. • Vocabulary Study, Course book, Unit 4. p. 28,30,32,34,35. • Grammar Study, Course book , Unit 4. p. 29,33. • Reading study, Unit 4 p. 32,34,35. • Writing study, Course book, Unit 4. p. • Speaking study, Course book, Unit 4. p. 30,31,32,33,34,35.


• Symptoms and injuries. PDF • Asking about symptoms and injuries. PDF • Asthma emergency-giving instructions. PDF • SOAP notes. PDF


EVALUATION




Self-evaluation

2. EVALUATION CRITERIA • To understand the general message of texts about social interaction between the nursing staff and patients using polite language, and to identify relevant details in oral messages related with them. • Express himself/herself with fluency and using the correct pronunciation - intonation when giving instructions to patients. • Recognise the general idea and be able to get specific information of written texts coming from different sources that deal with recording information. • Complete short dialogues using the appropriate structures, functions and vocabulary, such as using the imperative. • Use consciously his/her linguistic knowledge in order to listen to dialogues asking about symptoms and injuries. • Analyse social aspects of the Anglo-Saxon countries, by comparing how nurses deal with patients compared to nurses in their own country. • Identify learning strategies used to progress in the learning process by completing the activities for Unit 4.

UNIT 5 FOOD AND NUTRITION


• To develop speaking and understanding through conversations about food and nutrition. • To assess nutritional status. • To understand a simple conversation and use simple language to talk about food allergies

and intolerances. • To learn to complete a nursing assessment form. • To be able to say, write and understand the use of the modal verbs to give advice. • To use specific vocabulary to talk about food and nutrition. • To give suggestion and advice on diet. • To learn through reading and speaking food allergies and intolerances.

CONTENTS LISTENING

• Listen to a nurse assessing a patient and complete the form. • Listen to a nurse assess a patient’s food intake. • Listen and check. • Listen to the final part and complete the assessment. • Listen and check your answers, then listen again and repeat. • Listen to a student nurse as she learns how to administer a blood sugar test. • Listen again and answer the questions. • Listen to a nurse giving advice on nutrition. • Listen again and answer the questions. • Listen to a nurse giving advice to three of his patients. • Listen again and complete the nurse’s suggestions.

SPEAKING

• Label the food pyramid and check with your classmates. • Look at Alain’s food journal and discuss. • Write your own food journal and present an assessment to the class. • Talk about which foods people are generally allergic to. • Talk about the symptoms of an allergy. • Talk about what you know of diabetes. • In pairs take turns to practise taking your partner’s glucose level. • Use the information given and imagine a situation to discuss.


READING

• Look at the food groups table and complete.

• Read the gramar note on the countable and uncountable nouns.

• Look at photos and read the texts.

• Read about how to calcute BMI and complete the gaps.

• Complete the sentences using the words in the box.

• Read Annabelle’s case history and her food journal.

• Complete the first part of the patient’s leaflet and read.

• Read the second part and check your answers.

• Read the definition of diabetes from a nursing reference book.

• Read the grammar note on should/shouldn’t.

• Read the case history.

WRITING

• Label the food pryamid with the correct words. • Complete the gaps with the words in the box. • Write a short paragraph to describe your own diet and eating habits. • Complete the sentences using the words in the box. • Label the pictures with the words in the box. • Rewrite these suggestions replacing should with another expression. • Write two pieces of advice for each patient.



• Countable and uncountable nouns • Reading food journals • Stressed syllables • Should/shouldn’t • Tentative v strong expressions • How about + -ing

Vocabulary.

• Food and nutrition • Expressions of quantity • Body Mass Index • Descriptors for nutritional status • Food allergies • Diabetes • Quantities

Pronunciation.

• British and American English • Emphasising the stressed syllable

– Learning reflection: • Explaining different foods and food groups. • Completing a nursing assessment form. • Talking about the causes and symptoms of food allergies and intolerances. • Giving suggestions and advice.



• To learn about how people eat around the world. • Interest in learning about food allergies and intolerances. • Positive attitude towards working in pairs. • Willingness to discuss investments and to 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. Discuss food and nutrition.

1.1 Evaluation criteria: Interest in learning about nutritional needs.

2. Mathematical competence: Students learn the time. 2.1Evaluation criteria: To be able to use mathematical concepts in English.

3. Knowledge and interaction with the physical world: References to countries and their food habits. 3.1Evaluation criteria: Curiosity in learning about geography, social facts about

foreign countries.

4. Social and civil competence: To learn how to use polite language to make suggestions. 4.1Evaluation criteria: Be willing to learn politeness.

5. Cultural and artistic competence: References to countries and their diet. 5.1Evaluation criteria: Pleasure in learning cultural facts.


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.



CROSS-CURRICULAR ITEMS • Food and nutrition: Nutrition • Learning how to eat a balanced diet.



• Listening Course book, Unit 5 p. 38,42. • Vocabulary Study, Course book, Unit 5. p. 36,38,42. • Grammar Study, Course book , Unit 5. p. 37,43. • Reading study, Unit 5 p. 37,39,40,41. • Writing study, Course book, Unit 5. p. 37. • Speaking study, Course book, Unit 5. p. 38,39,40,41,43.


• Nutrition. PDF • Nutritional status. PDF • Food allergies and intolerances. PDF • Advice on diet. PDF


EVALUATION 1. EVALUATION RESOURCES

Formative evaluation • Classroom observation to check both individual and global progress • Skills: reading, writing, listening exercises


Self-evaluation


2. EVALUATION CRITERIA • Understand the general message of texts about food and nutrition, and identify relevant details in oral messages related with them. • Express himself/herself with fluency and using the correct pronunciation - intonation when using vocabulary related to food allergies and intolerances. • Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about food and nutrition. • Complete short dialogues using the appropriate structures, functions and vocabulary, such as using countable and uncountable nouns. • Use consciously his/her linguistic knowledge in order to listen to a nurse’s assessment. • Analyse social aspects of the Anglo-Saxon countries, by comparing how people eat in those countries compared to their own country. • Identify learning strategies used to progress in the learning process by completing the activities for Unit 5.

UNIT 6 PERSONAL CARE


• To develop speaking and understanding through conversation about patient hygiene. • To talk about future intentions using be going to. • To understand a simple conversation to assess and treat wounds. • To learn -ing form. • To be able to say, write and understand different activities of daily living (ADLs). • To use specific vocabulary to describe wounds and to treat them. • To speak showing empathy to patients. • To learn through reading and speaking about personal care.

CONTENTS LISTENING

• Listen and a nurse helps two patients. • Listen and tick which pieces of equipment the nurse uses. • Listen and complete the ADL assessment for patients. • Listen again and answer the questions. • Read the definition and listen to three nurses talking to their patients. • Listen again to what problems the patients have and how they feel. • Number the pictures to show the order in which to clean a wound. • Before listening, read and complete the nurse’s dialogue.

SPEAKING

• In pairs write three short dialogues and read them aloud. • Role play nurse and student scenario. • Read the complaint and answer the questions. • Work in pairs and compare your answers. • In pairs use the prompts to speak about the wound.

READING

• Read the grammar note on be going to to talk about future intentions. • Read the situations and complete with the correct form of be going to. • Read the grammar note on -ing form. • Read the short dialogues. • Read the complaint forms. • Complete the summaries with the words in the box. • Read the dialogue between the nurse and patient. • Read the wound assessment and treatment chart. • Read the case history and fill in the chart.


WRITING

• Label the objects with the words in the box. • Put the objects in the correct column in the table. • Complete the sentences and questions with be gong to. • Write three questions you could ask a patient in the future. • Label the pictures with the words in the box. • Put the words in order to form sentences. • Complete the summaries with the words in the box. • Reorder the words to make expressions. • Complete the sentences with an appropriate adjective in the box. • Label the pictures with the words in the box. • Complete the information to complete the chart.



• Be going to + infinitive for future • -ing form • -ed/-ing adjectives • Asking questions using prompts

Vocabulary.

Pronunciation.

– Learning reflection: • Expressing future intentions. • Assessing ADLs and completing a checklist • Learning to make complaints • Learning how to show empathy towards patients • Learning about patient charts and how to complete them. • To read a case study

• Personal care • ADL equipment • Offers, requests, and refusals • Empathy, feeling, reassurance, privacy • Expressions to describe wounds and wound care

• British and American English • Listen to empathy in the nurse’s voice.


• To learn how to communicate with people using specific medical vocabulary to show empathy towards patients.

• Interest in learning about personal care and hygiene. • 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 a wound and its treatment.

1.1 Evaluation criteria: Interest in learning about an aspect of nursing.

2. Mathematical competence: Learning the numbers to asses pain on a scale from one to ten. 2.1Evaluation criteria: Using mathematical concepts to speak English.

3. Knowledge and interaction with the physical world: References nursing jobs and their functions. 3.1Evaluation criteria: Curiosity in learning about geography, social facts about

foreign countries.

1 Social and civil competence: To learn how to treat patients with empathy. 4.1Evaluation criteria: Be willing to learn about patient care. 2 Cultural and artistic competence: References to how patients are treated. 5.1Evaluation criteria: Pleasure in learning cultural facts. 3 Competence of learning to learn: Students complete the activities in Unit 6. 6.1Evaluation criteria: Interest in learning how to learn in English. 4 Personal autonomy and initiative competence: Initiative to work in pairs to complete





CROSS-CURRICULAR ITEMS • Social competence: Patient care • Using tact and the correct vocabulary 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

• To understand the general message of texts about nursing empathy, and identify relevant details in oral messages related with them.



• Listening Course book, Unit 6 p. 45,46,50. • Vocabulary Study, Course book, Unit 6. p. 44,46,49. • Grammar Study, Course book , Unit 6. p. 45,46. • Reading study, Unit 6 p. 48. • Writing study, Course book, Unit 6. p. 45,51. • Speaking study, Course book, Unit 6. p. 47,51.


• Patient hygiene. PDF • ADLs-activities of daily living. PDF • Empathy. PDF • Wound management. PDF

EVALUATION




Self-evaluation

2. EVALUATION CRITERIA

• Express himself/herself with fluency and using the correct pronunciation - intonation when using

vocabulary related to patient hygiene.

Recognise the general idea and be able to get specific information of written texts coming

from different sources that talk about assessing and treating wounds.

Complete short dialogues using the appropriate structures, functions and vocabulary, such as

using be going to for future intentions.

Use consciously his/her linguistic knowledge in order to listen to dialogues patients and

their activities of daily living (ADLs).

Analyse social aspects of the Anglo-Saxon countries, by comparing how patients are treated

by the nursing staff compared with the ones in their own country.

Identify learning strategies used to progress in the learning process by completing the

activities for Unit 6.

UNIT 7 ELIMINATION


• To develop speaking and understanding through conversations about diagnosing a patient. • To exchange ideas about the dangers of diarrhoea. • To understand a simple conversation using active listening techniques. • To learn specific vocabulary related to assessing patient elimination. • To be able to say, write and understand different aspects of describing bodily functions. • To use the present perfect versus the past simple. • To learn words and expressions used to present a patient case.

CONTENTS LISTENING

• Listen to a nurse assessing three patients. • Listen again and complete the expressions used by patients and nurses. • Listen to the dialogues and check your answers. • Listen to check and underline examples of active listening techniques. • Listen to part 1 of the nurse’s assessment and answer the questions. • Listen again to check. • Listen to part 2 of the assessment. • Listen to a woman talk about her experiences of treating diarrhoea in children. • Listen to the nurse assessing her patient. • Listen to part 2 of the interview and complete the second part of the nursing assessment with

the words in the box.

SPEAKING

• Read and discuss the nurse’s assessment of the patient. • Practise the dialogues in pairs paying close attention to active listening techniques. • Answer the questions. • Write a definition of diarrhoea and compare with your partner. • Practise asking and answering questions. • What treatment can you suggest? Work in pairs and discuss. • Compare your ideas with the rest of the group. • Choose a patient and prepare a presentation of the patient case.


READING

• Look at the nursing assessment and discuss.

• Read the sentences and fill the gaps with the words given.

• Complete the nurses’ questions using the past participle.

• Read the definition of Active Listening.

• Read the dialogue between the nurse and patient.

• Read the grammar note on the present perfect versus past simple.

• Read Paula’s patient summary.

• Read the article and complete the sentences.

• Complete the explanation about the treatment of diarrhoea.

• Read the patient case made by a nurse.

• Read the nursing assessment.

WRITING

• Complete the sentences with the words in the box. • Listen and complete the sentences with expressions. • Rewrite the sentences using formal/medical language. • Rewrite sentences using familiar terms. • Read the definition and complete the dialogue. • Complete the nurse’s assessment questions. • Read the patient’s summary and correct the mistakes. • Write the whole assessment with the corrections made. • Read the article and complete the sentences. • Complete the explanation about diarrhoea treatment. • Complete part 1 with the correct form of the verb. • Use the prompts to write the nurse’s presentation.



• Past participles • Present perfect versus past simple • Word building • Asking questions

Vocabulary.

• Formal and informal expressions/language • Assessment questions • Causes and treatment of diarrhoea • Nursing diagnosis

Pronunciation

• British and American English

– Learning reflection: • Learning formal and informal nursing expressions. • Learning how to use Active Listening techniques to deal correctly with patients. • Reading and article about the causes and treatment of diarrhoea. • Learning how to present information dealing with a nursing diagnosis. • Learning the difference between the present perfect and the past simple.


• To learn the causes and treatment of diarrhoea in underdeveloped countries. • Interest in learning about a specific patient problem. • Positive attitude towards working in pairs. • Willingness to discuss how banks work and what they offer, learning 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. Using the past simple or present perfect to asses a patient.

1.1 Evaluation criteria: Interest in learning about dealing with a patient.

2. Mathematical competence: Using numbers to correctly assess a patient. 2.1Evaluation criteria: To be able to use mathematical concepts in English.

3. Knowledge and interaction with the physical world: References global medical problems. 3.1Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.

4. Social and civil competence: To learn how to use Active Listening to deal with a patient using formal medical language. 4.1Evaluation criteria: Be willing to learn how to be tactful with patients.

5. Cultural and artistic competence: References to how people live in underdeveloped countries. 5.1Evaluation criteria: Pleasure in learning cultural facts.


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.



CROSS-CURRICULAR ITEMS • Social competence: Diarrhoea • Learning the causes and treatment of this illness.



• Listening Course book, Unit 7 p. 53,54,55,57,58,59. • Vocabulary Study, Course book, Unit 7. p. 52,54,57. • Grammar Study, Course book , Unit 7. p. 53,55. • Reading study, Unit 7 p. 52,56. • Writing study, Course book, Unit 7. p. 55,58. • Speaking study, Course book, Unit 7. p. 54,56,59.


• Assessing patient eliminations. PDF • Describing bodily functions. PDF • Diarrhoea. PDF • Presenting a patient case. PDF

EVALUATION 1. EVALUATION RESOURCES

Formative evaluation • Classroom observation to check both individual and global progress • Skills: reading, writing, listening exercises



Self-evaluation


2. EVALUATION CRITERIA • To understand the general message of texts about causes and treatment of diarrhoea, and to identify relevant details in oral messages related with them. • Express himself/herself with fluency and using the correct pronunciation - intonation when assessing a patient. • Recognise the general idea and be able to get specific information of written texts coming from different sources that presents a patient’s case. • Complete short dialogues using the appropriate structures, functions and vocabulary, such as describing bodily functions. • Use consciously his/her linguistic knowledge in order to listen to dialogues using the present perfect or the past simple. • Identify learning strategies used to progress in the learning process by completing the activities for Unit 7.

UNIT 8 PATIENT DISCHARGE


• To develop speaking and understanding through conversations about explaining medications. • To exchange information on patient discharge in different countries. • To understand a simple conversation and learn to make an appointment. • To learn specific vocabulary to talk about patient discharge. • To be able to say, write and understand the zero and first conditional. • To use correct expressions to give suggestions, recommendations or advice. • To learn to evaluate a patient’s level of independence.

CONTENTS LISTENING

• Look at the picture of patients and listen. • Listen again and answer who suffered what injury. • Listen to a nurse prepare three patients for discharge. • Listen again and answer the questions. • Listen again and check the expressions. • Listen to a nurse going through a patient’s discharge. • Listen again and complete the assessment form. • Listen to a nurse explain the medication and post-discharge care. • Listen again and complete the nurse’s instructions. • Listen to the call and compare. • Listen and tick the points you hear.

SPEAKING

• Work in pairs taking turns being the nurse or patient. • Discuss how a patient in discharged in your country. • Match the questions and answer. • In pairs take turns practising asking and answering questions. • Brainstorm expressions for each patient. • Work in pairs, discuss the questions. • In pairs use the information to talk to your partner.

READING

• Read the patient information about patient discharge. • Match the definitions with the highlighted words. • Read the grammar note on the Zero conditional and the First Conditional. • Listen and complete the nurse’s instructions. • Read the directions for three over-the-counter medications.

WRITING

• Write the vocabulary words. • Match the definitions with a word from the text. • Label the different types of medications. • Listen and write the nurse’s instructions. • Write simple instructions for the patients. • Complete the patient’s appointment card.



• Expressions for suggestions, recommendations, and advice. • Zero conditional • First conditional • Imperatives • Stress patterns used for clarification

Vocabulary.

• Mobility aids • Post discharge care • Types of medication • Appointment details/scheduling/rescheduling

Pronunciation

• British and American English • Syllable stress

– Learning reflection: • Giving suggestion, recommendations, and advice to patients with mobility problems. • Giving instructions and advice to patients before discharging them from the hospital. • Learning to explain types of medication and their use to the patients. • Learning how to make an appointment by phone. • Learning the conditionals and their use.



• To learn how to discuss mobility problems with patients.

• To learn how to discharge a patient from the hospital.

• Interest in learning about medication and which one to recommend to patients.

• Positive attitude towards working in pairs.

• Willingness to discuss how banks work and what they offer, learning 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. Using specific vocabulary to discuss patients’ discharge.

1.1 Evaluation criteria: Interest in learning about how hospitals work.

2. Mathematical competence: . 2.1Evaluation criteria: 3. Knowledge and interaction with the physical world: References patient discharge plan. 3.1Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.

4. Social and civil competence: To learn how to use the appropriate expressions to make

5. Cultural and artistic competence: References to hospitals and their patient treatment. 5.1Evaluation criteria: Pleasure in learning cultural facts.








CROSS-CURRICULAR ITEMS • Social competence: Making appointments on the phone • Learning how to express oneself correctly on the phone.

appointments. 4.1Evaluation criteria: To learn how to express oneself appropriately on the phone.

• To understand the general message about patient discharge, and to identify relevant details in oral messages related with them. • Express himself/herself with fluency and using the correct pronunciation - intonation when stressing syllables in a word. • Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about explaining medication. •


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

• Attetive-assertive listening

• Use of target language in class


• Listening Course book, Unit 8 p. 60,61,63,64,66. • Vocabulary Study, Course book, Unit 8. p. 60,64. • Grammar Study, Course book , Unit 8. p. 63. • Reading study, Unit 8 p. 62,65. • Writing study, Course book, Unit 8. p. 65. • Speaking study, Course book, Unit 8. p. 61,62,65,66,67.


• Evaluating levels of independence. PDF • A patient discharge plan. PDF • Explaining medication. PDF • Making appointments on the phone. PDF


EVALUATION



• Complete short dialogues using the appropriate structures, functions and vocabulary,

such as giving instructions and advice to patients.

• Use consciously his/her linguistic knowledge in order to listen to dialogues about

making an appointment.

• Analyse social aspects of the Anglo-Saxon countries, by comparing how hospitals

discharge their patients in those countries compared with the ones in their own country.

Identify learning strategies used to progress in the learning process by completing the activities

for Unit 8.


Self-evaluation

2. EVALUATION CRITERIA

Documents

English Nursury y más.inddpearsonespana.blob.core.windows.net/books/English for … · Web viewStudents learn the time. 2.1. Evaluation criteria: To be able to use mathematical