Giáo trình Ngoại ngữ chuyên ngành (Đối tượng: Cao đẳng Điều dưỡng) - Trường CĐ Y tế Ninh Bình

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Giáo trình "Ngoại ngữ chuyên ngành (Đối tượng: Cao đẳng Điều dưỡng) - Trường CĐ Y tế Ninh Bình" trình bày được những kiến thức cơ bản về chuyên ngành điều dưỡng, những việc người điều dưỡng cần làm liên quan đến tiếp nhận bệnh nhân, đo huyết áp, tiêm và xử trí ban đầu với các loại vết thương và chảy máu bằng tiếng Anh; Sử dụng được các thuật ngữ chuyên ngành của từng bài trong các tình huống thực;... Mời các bạn cùng tham khảo!

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Nội dung Text: Giáo trình Ngoại ngữ chuyên ngành (Đối tượng: Cao đẳng Điều dưỡng) - Trường CĐ Y tế Ninh Bình

TRƯỜNG CAO ĐẲNG Y TẾ NINH BÌNH ================== GIÁO TRÌNH HỌC PHẦN NGOẠI NGỮ CHUYÊN NGÀNH ĐỐI TƯỢNG: CAO ĐẲNG ĐIỀU DƯỠNG (Lưu hành nội bộ) Ninh Bình, năm 2021
SỞ Y TẾ NINH BÌNH CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM TRƯỜNG CAO ĐẲNG Y TẾ Độc lập – Tự do – Hạnh phúc GIỚI THIỆU HỌC PHẦN NGOẠI NGỮ CHUYÊN NGÀNH Ngành đào tạo: CAO ĐẲNG ĐIỀU DƯỠNG 1. Số tín chỉ: 02 (2,0) 2. Trình độ: Sinh viên năm thứ II (Học kỳ thứ 3) 3. Phân bố thời gian: - Lên lớp: 30 tiết (02 tiết/tuần) + Giảng lý thuyết: 22 tiết + Làm bài tập trên lớp: 06 tiết + Thảo luận, seminar: 0 tiết + Kiểm tra/ đánh giá: 02 tiết - Tự học: 60 giờ 4. Điều kiện tiên quyết: Không 5. Mục tiêu của học phần 5.1. Kiến thức - Trình bày được những kiến thức cơ bản về chuyên ngành điều dưỡng, những việc người điều dưỡng cần làm liên quan đến tiếp nhận bệnh nhân, đo huyết áp, tiêm và xử trí ban đầu với các loại vết thương và chảy máu bằng tiếng Anh. - Sử dụng được các thuật ngữ chuyên ngành của từng bài trong các tình huống thực. - Đọc và dịch được một số tài liệu bằng tiếng Anh liên quan đến lĩnh vực điều dưỡng ở trình độ Cao đẳng. - Biết được các ứng dụng của môn học đối với ngành học. 5.2. Kỹ năng - Luyện kỹ năng nghe với các thể loại như nghe thông tin nhập viện, bệnh nhân miêu tả cơn đau, các bước hướng dẫn lấy máu làm xét nghiệm, hướng dẫn liều lượng sử dụng thuốc… Về kỹ năng nói, thực hành giao tiếp, hoặc trình bày bài thuyết trình trước lớp về chủ đề Miêu tả các cơn đau, hướng dẫn nhập viên….. . Về kỹ năng viết, luyện viết được một bản báo cáo các cơn đau, báo cáo kết quả thí nghiệm, miêu tả các tế bào máu, đưa ra lời khuyên…Vận dụng được lượng từ mới và các cấu trúc đã học vào phần luyện tập các kỹ năng này 5.3. Thái độ
- Xây dựng được sự tự tin trong giao tiếp với người nước ngoài khi cần thiết và trong công việc. Có thái độ nghiêm túc trong học tập và nghiên cứu khoa học, nghiên cứu các tài liệu chuyên ngành. 6. Nhiệm vụ của sinh viên - SV phải có một giáo trình chính (Biên soạn theo chỉ đạo của trường và một số tài liệu thao khảo ở thư viện trường). - Dự lớp: Tối thiểu 70% thời lượng lý thuyết môn học (100% đối với phần thực hành), ra vào lớp đúng giờ quy định. - Hoàn thành tốt nội dung tự học mà giảng viên giao cho cá nhân hàng tuần. - SV vắng mặt trong buổi kiểm tra tại lớp nếu không có lý do chính đáng thì nhận điểm 0. - Các bài kiểm tra phải nộp đúng thời gian quy định, đúng yêu cầu cả về thời gian và hình thức. 7. Tiêu chuẩn đánh giá sinh viên 7.1. Điểm trung bình kiểm tra (TBKT). - Điểm TBKT có trọng số là 0,4. Là điểm trung bình cộng các điểm kiểm tra thường xuyên, điểm kiểm tra định kỳ theo hệ số của từng loại điểm. Trong đó điểm kiểm tra thường xuyên tính hệ số 1, điểm kiểm tra định kỳ tính hệ số 2. - Sinh viên phải có 1 điểm Kiểm tra thường xuyên và 1 điểm kiểm tra định kỳ. - Điểm trung bình kiểm tra đạt từ 5,0 điểm trở lên theo thang điểm 10 7.2. Điểm thi kết thúc học phần - Điểm thi kết thúc học phần có trọng số là 0,7 % - Điểm thi kết thúc học phần được thực hiện theo lịch của phòng Đào tạo. Hình thức thi giữa học phần: Thi trên máy tính, test trắc nghiệm khách quan, thi truyền thống. 7.3. Điểm học phần - Điểm học phần = Điểm TBKT*0,4 + Điểm TKTHP*0,6 - Điểm môn học đạt yêu cầu từ 4.0 trở lên theo thang điểm 10
MỤC LỤC Bài Nội dung Trang 1 THE HOSPITAL TEAM 1 2 PAIN 12 3 BLOOD 19 4 MEDICATION 26 5 ALTERNATIVE TREATMENT 33
UNIT 1: THE HOSPITAL TEAM OBJECTIVES: After finishing this unit, students will be able to: - Have knowledge of present simple versus present continuous; develop some vocabularies about hospital jobs, the nursing profession. - Use the knowledge of grammar and vocabularies to listen to a job interview, describe what people in a hospital do, describe routines and current activities and write a profile of a student nurse. - Make a habit of improving vocabularies and developing communication skills about nursing profession. Scrub up 1. Work with a partner to match each job with a person in the picture. ..13.. anaesthetist … pharmacist …… cardiologist … physiotherapist …… consultant … porter …… lab technician … radiologist …… midwife … receptionist …….paediatrician … scrub nurse …… paramedic .… surgeon 2. Match each phonetic spelling to one of the jobs. Try to say them with your partner. 3.  Listen and repeat. How is stress marked in phonetic spelling? Listening 1 An admission 1. Mrs Benson is admitted to hospital. Listen to the five short conversations, and decide who is speaking to her in each one. Write 1 – 5. … a. a receptionist … d. a sister … b. a consultant … e. a radiologist … c. a paramedic Vocabulary 2. Listen again and decide if these sentences are Verbs for describing jobs true (T) or false (F). Complete these descriptions of jobs with 1. Mrs Benson has had a fall. … the verbs below, and match each one with 2. This is not Mrs Benson’s first x - ray. … a job from Scrub up. 3. Mrs Benson can’t find the toilet. … moves performs specializes 4. She has a heart problem. … gives examines prepares 5. The consultant sends her home. … supports treats takes 6. Mrs Benson’s appointment is next week. … delivers 1
1. A paediatrician treats children. 6. A …………… surgeons in the operating theatre. 2. A …………… attends births and ………….. babies. 7. A … …………medicines to give to medical staff or patients. 3. A … ………….in illnesses of the heart and blood vessels. 8. A … ………….responds to emergencies and … …………first aid. 4. A … ………….equipment, furniture, patients, etc. around the hospital. 9. A … ………………..operations. 5. A … …………..x - rays and other 10. A … samples and tissues under a images. microscope. 2
Listening 2 * Language spot A job interview Present Simple v Present Continuous 1. Before you listen, answer the questions * We use the Present Simple to talk about . routines, duties, and things that happen all * How do you feel about interviews? Are you the time. good at them? I prepare the instruments for surgery and * When was your last interview? What was it help with the operations. for? How did it go? A midwife delivers babies. * We use the Present Continuous to talk about things we are doing at the moment, or things that are happening now. At the moment I’m doing a part-time course. * We can use certain verbs in the Present Simple (for example like) with an -ing 2. Listen to Rachel having a job interview, form. and answer the questions. I like watching operations. 1. Where is Rachel working now? * Some verbs, such as like, want, know, 2. Which part of the hospital does she work etc., are not used in the Present in? Continuous. 3. Why is she looking for a new job? I like my work at the moment! NOT I’m liking my work at the moment! 3. Complete the sentences using the words below. Then listen again and check. * The Present Continuous is also used to talk about future schedules applying for lectures night shift I’m working nights next weekend. fully - qualified part - time rewarding 1. Are you a … scrub nurse? 1. Read this student nurse’s email home to 2. At the moment I’m doing a … course and her friend. Choose the correct verb forms working at the same time. to complete it. 3. It’s hard, especially when I’m working a … and going to … next day. 4. … it’s the contact with the patients that’s most … . 5. Why are you … a new job? 3
A: Maybe Australia. B: Why do you want to work in Australia? A: It’s an interesting place and nurse’s pay is not bad! Hi Ivana B: How much … I write / ‘m writing1 to say thank you for the I’m interested in … birthday card, and to tell you how I get on / I’ve worked … ‘m getting on2. The course is hard work, but I’d like to work … I’m enjoying / enjoy3 it so far. We usually In my free time, I have / are having4 classes every morning, but … this week I’m working / work5 in Geriatrics all One day, I hope to … day. It’s interesting, although of course I want At the moment, … / ‘m wanting6 to work as a scrub nurse. I really enjoy … I really don’t like On the geriatric ward I’m making / make7 … beds and checking / check8 patients’ blood I’m studying … pressure and temperature. I’m learning / I’m good at … learn9 a lot, and the experience is very useful. I’m very … I want to be a nurse because I’m going out / go out10 most Saturday nights, … but stay in and study on other days. Next year, I … Tomorrow I go / ‘m going11 to a restaurant for my birthday! I make / ‘m making12 a lot of friends, but I wish you were here too. Write to Writing me! Profile of a student nurse love 1. Read this profile of a student nurse. Do Maria Carmen you have anything in common with her? 2. Choose three jobs from Scrub up. Write a Rossitza Bontcheva is nineteen years old. sentence to describe what the person does, She’s studying for a diploma in nursing at and a sentence to describe what the person is Vazov Nursing College. She has exams next doing in the picture on p.4 and p.5. Then read month, so at the moment she’s studying your sentences to your partner. They must hard. She wants to be a nurse because she name the job. likes working with people and she’s EXAMPLE interested in science, but she really doesn’t A: He moves patients from one part of the like doing paperwork. hospital to another. In the picture, he’s She’d like to be a paediatric nurse because pushing a trolley. she really enjoys working with children. B: Is it a porter? She’s worked on a children’s ward for three A: Yes. months as a work placement. One day, she Speaking hopes to work in a children’s hospital in Work in pairs. Take turns to choose one of the India, which she saw on television. sentence heads in the box for your partner to She’s good at talking to people and making talk about. Ask questions to make them talk them feel comfortable, and she’s very as much as possible, and note down the main organized. In her free time she plays the information. Keep going until you have both guitar, and goes out dancing most used all the sentence heads. weekends. EXAMPLE A: One day, I hope to work in another 2. Write a text about your partner, using the country. information you got in Speaking. B: Really? Where? 4
Florence Nightingale (1820 – 1910) was the founder of modern nursing. She dramatically improved conditions for soldiers in field hospitals, and educated people about the importance of hygiene. She saved thousands of lives and became very famous. She later started her own training college for nurses, and wrote many books on nursing. Reading 2. Number these jobs from the highest grade 1. Read the article and decide if these sentences (1) to the lowest (4). Two of them are equal. are true (T) or false (F). a. charge nurse … 1. The more responsibility you have, the b. nursing officer … higher your grade. … c. auxiliary nurse … 2. Nursing officers are the same as auxiliary d. sister … nurses. … e. staff nurse … 3. Students are paid less than auxiliary nurses. … 4. A charge nurse is a man. … 5. There are not many opportunities for British nurses to specialize. … 6. Many nurses say that the job is rewarding, but the pay is low. … THE NURS ING PRO FESS ION One hundred and fifty years wards. On the top grades are further study and become ago, nurses were unpaid, nursing officers, who are specialists. Nurses can untrained, and unpopular, but usually administrators. specialize in many different then Florence Nightingale fields – there are triage nurses made nursing into a Auxiliary nurses are on the working in Casualty, and profession. The methods she bottom grades, but student psychiatric nurses who treat the introduced in the 1850s were nurses get the lowest pay. mentally ill. There are health copied all over the world, and However, students don’t stay at visitors who visit patients in now nursing is a career with a the bottom of the pay scale their own homes, practice three – or four – year training, forever. When they qualify, nurses working in GPs’ qualifications, grades, unions, they start working on a middle surgeries, and midwives who and pensions. grade. As they get experience, deliver babies. they can get promotion and In Britain, every nurse is on a move up the ranks to become Many of them say they do not grade. The grade depends on staff nurse, then sister (charge get enough pay and respect for experience and skills, and nurse if a man), and perhaps the work they do. They say that each grade has different eventually nursing officer. the work is physically and responsibilities and pay. On mentally hard, that they work the bottom grades are Many nurses work shifts, and long hours and get very tired. unqualified auxiliary nurses often they work overtime to But they also say that there are who do the routine work on earn more money. After basic many great rewards which have 5
hospital training, many nurses choose to nothing to do with money. do 3. Find words in the article with these meanings. Checklist 1. exams and courses that you have taken q …… Assess your progress in this unit. Tick ( √ ) 2. money that you will receive when you are the statements which are true. old p …… I can name and describe hospital jobs. 3. similar work that you have done before I can talk about duties and regular activities. e …… I can describe what is happening at the 4. special abilities moment with these meanings. s …… I can understand an article about nursing. 5. levels of pay I can talk about my work and training. p …… s …… 6. extra hours you can work to earn more Key words money o …… Work and training 7. study and practice to learn how to do a job apply for a job b …… t …… fully – qualified 8. more advanced learning lecture f …… s …… night shift part – time Project promotion 1. Go online and try to find the answers to the qualifications questions. rank 1. What is the NHS? responsibility 2. What’s the starting salary for a qualified rewarding nurse in the UK? specialize 3. How much annual leave does a grade B nurse get? Jobs 4. How many hours a week does a nurse auxiliary nurse work? consultant 5. What English language exam do you need nursing officer to pass to work in the UK? physiotherapist 6. What grades can a staff nurse be? 7. What is the salary range for a staff nurse in Look back through this unit. Find five more the UK? words or expressions that you think are useful 8. Search the work “nursing” at the bookstore www.amazon.co.uk. What’s the first book that comes up? 2. Find a site that advertises nursing jobs. Find a job that would interest you in the future and find these details if possible. * job title *salary and benefits * grade * qualifications and experience * location * how to apply * duties * closing date for applications 3. In the next class, compare your answers. 6
UNIT 2: PAIN OBJECTIVES: After finishing this unit, students will be able to: - Have knowledge of comparatives and superlatives; develop some vocabularies about types of pain and main internal organs. - Use the knowledge of grammar and vocabularies to listen and speak about types of pain, read an article about pain and write a report on a patient’s pain. - Make a habit of improving vocabularies and developing communication skills about understanding a patient describing pain. Scrub up Vocabulary 1. Work with a partner. Which of these parts Describing pain of the body do you think is the most sensitive 1 Discuss these questions with a partner. to pain? Number them from 1 (the most  Are you good at dealing with pain? sensitive) to 10 (the least sensitive).  Do you have any special techniques to ____ back of hand ____ forehead help you deal with pain? ____ cheek ____ nose  What is your experience of looking ____ fingertip ____ palm after people in severe pain? ____ foot ____ upper arm 2 Match these words for types of pain with ____ forearm ____ upper lip their descriptions. 2 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 points 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 1 a throbbing paina feels like it is eating you points. Write down the result and repeat on 2 a sharp pain b travels fast along part of the other parts of the body listed in 1. To your body make it more difficult, sometimes touch your 3 a burning pain c is steady and not to partner with just one point. painful 4 a stabbing pain d feels like a muscle is being squeezed 5 a shooting pain e feels like something sharp is stuck into you 6 a dull ache f comes and goes rhythmically 7 a gnawing pain g feels like fire 8 a cramping pain h is strong and sudden 3 Faces like these are used to help children and people who cannot speak a language say how much pain they feel. Join each adjectives to the face it belongs with best. 3 Look at the answers for 1. Did the agonizing moderate quite bad slight 7
experiment give the same result? unbearable not bad severe mild Listening 1 3 What kind of pain do you think these A pain chart conditions might cause. Discuss your thoughts with a partner. 1 Listen to four patients describing their  a deep cut  a stomach ulcer pain. Tick (V) the boxes that describe the  migraine  kidney stones pain, and mark the position on the body.  a tumour  a broken ankle P.1 P.2 P.3 P.4  labour  a severed finger Burning ____ ___ ____ ____ Stabbing ____ ___ ____ ____ Throbbing ____ ___ ____ ____ Shooting ____ ___ ____ ____ Constant ____ ___ ____ ____ Language spot Frequent ____ ___ ____ ____ Making comparisons Occasional ____ ___ ____ ____ 1 Match these examples with the rules below. Mild ____ ___ ____ ____ a It’s much less sore than yesterday, thanks. Moderate ____ ___ ____ ____ b They have more beds in the City Hospital. Severe ____ ___ ____ ____ c This is the strongest painkiller available Getting better ____ ___ ____ ____ without prescription. Getting worse ____ ___ ____ ____ d Most women choose to have pain relief Staying the ____ ___ ____ ____ when giving birth. same e Last night the pain was more severe than this morning.  We use comparatives to say how things are different. These painkillers are milder than those. 1 _____________________________________  To make a comparative stronger, we often use much or a lot. You look much better today.  The opposite of more is less. 2 _____________________________________  We can use more and less with a noun to talk about quantity. 3 _____________________________________  We use superlatives to compare something to all other things of the same type. 2 Work with a partner. Try to complete 4 these phrases, then listen again and check. _____________________________________ 1 Are you still _____ pain?  The opposite of the most is the least. 2 Well, ______ pain around my stomach? This is the least serious type of fracture. 3 I ____ a slight pain, just here ____ my  We can use most with a noun to talk about right side. a large proportion of something. 4 I’ve ____ this throbbing pain ____ my 5 head. _____________________________________ 8
5 I _______ getting this terrible pain _____ my left arm. 2 Look at the information about these three painkillers. Compare these sentences, then 1 Their babies are different sexes / the same write three more of your own. sex. 2 Karen started with gas and air / Pethidine. 3 Gas and air made / didn’t make her feel good. 4 The epidural relieved all / some of the pain. 5 Janice had / didn’t have gas and air. 6 Janice lost no / all feeling during her previous birth. 2 Complete these sentences with verbs below, then listen again to check. became got took away cope with losing wears off feel relieve Effective Cost Side 1 It does _______ the pain a bit… effects 2 … the effect ____________ very quickly. Nuradeine vvvv €€ V 3 It made me ___________ sick too. Ibroxen v € vvv 4 … when the pain _________ unbearable, I had epidural. Solpafen vv €€€€ Vv 5 Did that help you ___________ the pain? 6 It ___________ the pain completely! 1 Nuradeine is much ___________ 7 I decided to have gas and air if the pain (effective) than Ibroxen. _______ worse… 2 Ibroxen is _______ (cheap) than 8 I didn’t like _________ all sensation. Nuradeine. 3 Ibroxen has __________ (side effects) than Nuradeine. 4 Nuradeine is ____________ (effective). Pronunciation 5 /з:/, /eə/, /ə/ ____________________________________ 6 1 Work in pairs. Put each word below into ____________________________________ one of the three columns according to the 7 sound of the underlined vowel. Try to ____________________________________ pronounce the words. /з:/ /eə/ /ə/ ___________ ___________ ulcer ___________ ___________ ___________ ___________ ___________ ___________ air hurt doctor care nurse appointment first hair tumour ulcer worse where 2 Listen to the words and repeat them. 9
Listening 2 Pain relief 1 Listen to 3 Complete the gaps using verbs from the Janice and Karen article. You may need to change the tense. talking about their 1 She wears a mask to p______ the area of experiences of pain burnt skin. relief in labour. 2 The pain in your legs should go when we Underline the part t______ your back problem. of the sentence in 3 She used breathing exercises and gas and italics that is true. air to m______ the pain of childbirth. 4 A local anaesthetic will p______ you feeling any pain during the operation. 5 Breathing exercises help c______ the pain to some extent. 6 When you s______ a serious injury, you Reading may not feel pain immediately. 1 Before you read the article, discuss these questions with a partner.  Can you give a definition of pain?  Why do we feel pain?  What would happen if you could feel no pain? 2 Read the article, and decide if these statements are true (T) or false (F). 1 People who are born unable to feel pain are unlucky. ____ 2 Pain started in the brain. ____ 3 Chronic pain lasts longer than acute pain. __ 4 All drugs which stop pain work directly on the brain. ____ 5 ‘Phantom limb’ pain is felt by people who have lost an arm or leg. ____ Pain is a vital part of your body’s defences, Drugs relieve pain in two ways. Some bock the 10
and without it we could not survive. nerves messages and prevent them getting to Pain warns us what things are dangerous, the brain. Others change the way the brain and so helps us avoid damage to our body. If receives the messages, reducing their effect. the body is already damaged, pain helps with Many methods of controlling chronic pain healing because it makes us protect our without drugs have been developed. These injuries. Some babies are born with a rare include hypnosis, acupuncture, massages, and condition that makes them unable to feel electronic stimulation of nerves. pain. They do not learn the lessons that pain Pain sometimes works in strange ways. It is teaches, and as a result suffer many fractures possible, for example, to suffer a serious injury and infections. but not feel any pain – soldiers in battle may Pain happens when nerve endings in our skin not feel pain from wounds until after the battle. and our internal organs send messages The opposite can happen the patients who lose through the central nervous system to our a limb can continue to feel pain in the limb long brain. The brain itself cannot feel pain. afterwards, even though it is missing. This There are two types of pain – acute pain, ‘phantom limb’ pain is an example of which lasts a short time and is removed neuropathic pain, caused by damage to the when the cause is cured, and chronic pain remaining nerves. which can last in lifetime and cannot usually be treated. Chronic pain must be managed using drugs or other methods. 1 2 3 4 Patient care Burning _ _ _ _ Questions to assess pain Stabbing _ _ _ _ Throbbing _ _ _ _ Here are some basic questions to ask a Shooting _ _ _ _ patient when assessing pain. Match the Constant _ _ _ _ beginning of each sentence to the end. Frequent _ _ _ _ Occasional _ _ _ _ 1 When does a worse? Mild _ _ _ _ 2 Does it b it hurt? Moderate _ _ _ _ 3 When did it start c does it hurt? Severe _ _ _ _ 4 Does the pain d describe the Getting better _ _ _ _ 5 How much pain? Getting worse _ _ _ _ 6 Can you e hurting? Staying the same _ _ _ _ 7 Does anything f hurt all the time? make g stay in one place 8 What makes it or move around? h the pain feel Writing better? Pain report 1 Read this report on a patient’s pain. Can you find and correct five mistakes in it? Speaking Work in pairs. The patient has abdominal pain. It begin Student A suddenly last night as mild but constant pain all 1 You have a problem with your liver which over abdomen. Now it is more bad, and is on is causing you pain. Imagine the pain you the right-hand side to the abdomen. The pain might feel, and be ready to answer the has worse when he coughs. nurse’s questions. Think about the following details. 2 Write a report about the pain your partner  Where? describe in Speaking. Use the chart you filled in  When? to help you remember the details.  How bad? 11
 Type of pain?  Same place or moving?  Getting better / worse?  What helps / makes it worse? Body bits Student B Areas of referred pain 1 You are a pain after a fall the other day. Look at the diagrams showing areas of referred Imagine the pain you might feel, and be pain. Work with a partner. Discuss which ready to answer the nurse’s questions. Think colour you think refers to each of the following about the following details. parts of the body.  Where?  When? a kidney g liver and gallbladder b appendix lung and diaphragm  How bad? c ovary h bladder  Type of pain? d stomach i colon  Same place or moving? e pancreas j small intestine  Getting better / worse? f heart k  What helps / makes it worse? 2 You are the nurse. Ask Student B about the pain they are experiencing and fill the chart at the top of the next column. 3 Change roles. Answer the nurse’s questions. 12
Checklist Assess your progress in this unit. Tick (v) the statements which are true. ___ I can understand a patient describing pain. ___ I can ask a patient about their pain. ___ I can understand an article about pain. ___ I can write a report on a patient’s pain. ___ I can name the main internal organs. Keywords Adjectives agonizing cough mild severe severed slight sore unbearable Nouns gas and air labour local anaesthetic migraine pain relief stomach ulcer tumour Look back through this unit. Find five more words or expressions that you think are useful. 13
UNIT 3: BLOOD OBJECTIVES: After finishing this unit, students will be able to: - Have knowledge of zero and first conditional, logical sequences using if and when; develop some vocabularies about blood types, blood samples and the heart. - Use the knowledge of grammar and vocabularies to listen and speak about blood types, blood samples, blood tests and their results, how the heart works; read an article about forensic analysis blood. - Make a habit of improving vocabularies and developing communication skills about general or future situations. Scrub up 2 Not all blood types can be mixed together. 1 There are four main blood groups: A, B, Read the information below, and work with a AB, and O. Each type can be followed by + or partner to solve the puzzle. -. Do you know your blood group? Who’s who? Can you work out the names This chart shows which blood types can mix. DONOR of the women in the picture? A- A+ B- B+ AB- AB+ O- O+ Maddy’s blood can’t be given to the other R A- v v women. Holly could receive blood from Katie E A+ v v v v and Alex. Only Katie could donate blood to C B- v v Freya. Four of the women could give blood to E B+ v v v v Maddy. Alex can’t be given blood by any of I AB- v v v v the others. V AB+ v v v v v v v v A- = ______ A+ = _______ O+ = E O- _______ v O+ v v B+ = ______ AB+ = ______ AB- = ______ Listening 1 Vocabulary Blood types Test blood 1 Listen to some student nurses learning Complete the text using the words below. Use about how different blood types mix your dictionary to help you. together. Which two blood types are mixed Slide Drop Microscope syringe together in each picture? vein Test tube Pipette Use a _______1 to take some blood from a _______2 in a patient’s arm. Put the blood into a _______3. Then, use a _______4 to put a _______5 of the blood onto a _______6. a = type___ + type___ b = type___ + Examine it under a _______7. What do you type___ see? 2 Which blood type is most useful for 14