ENGLISH COURSE

STUDENT'S BOOK
COMPILATION 2021
Name : _______________
Student's number :________________
 Get ready!
Read the hospital directory. Then, choose
o Before you read the passage, the correct answers.
talk about these questions.
1 What is the purpose of this document?
1 What jobs do people have in hospitals?
A locating hospital departments
2 Which employees do nurses work with
B listing available staff positions
most often?
C helping people find hospital staff

need to D providing employee's contact information

2 Who is best qualified to examine a sick five·

year·ok!?
A a receptionist C a pharmacist

•. ..'
I

FIRST FLOOR
Robert Gibbons
MERCY HEART HOSPITAL
DIRECTORY
Dr. Terry David
Pediatrician
B a lab technician 0 a pediatrician

3 What can you infer about patients being

prepared for heart surgery?
A They see the general surgeon last.
B They are treated by Dr. Gupta.
Receptionist See for: Children's Health:
See for: Visitor Rm.200 C They have their operations on the first floor.
Information: Main Lobby D They must visit doctors on multiple floors.
Dr. Frank Fabrizzio THIRD FLOOR
Dr. James Lottner
Radiologist
Anesthesiologist
Vocabulary
See for: X-rays, MAl
scans: Rm. 113 See for: Surgery Pain i @ Match the words (1-7) with the definitions
and Preparation: Rm. 312 (A-G).
Usa Kirby
Lab Technic ian Dr. Stacey Waiters
1 _lab technician 5 _ radiologist
See for: Analysis. Test Chief Surgeon
See for: Surgical 2 _surgeon 6 _ receptionist
Results.: Rm. 125
Procedures: Rm. 323

Pr_
3 _ anesthesiologist 7 _ cardiologist
Susan Devlin
Pharmacist 4 _ pharmacist
FOURTH FLOOR
See too ""-!l Dr. Jared Cho A a person who prepares drugs and medicine
PdI-t.pFm1ZJ General Practitioner
B a person who uses imaging technology
See for: General M~;;c;I'.' !
SECOND FLOOR Rm.403 C a heart specialist
Or. Leslie Gupta
Dr. Regina Beverly D a person who analyzes samples
Cardiologist
See for: Heart Disease, Obstetrician E a person who cuts open the body in operations
Heart Surgery: Rm. 231 See for: Pregnancy: F a person who prevents patients from feeling pain
Rm. 408
G a person who welcomes visitors and answers
phones
4
o Fill in the blanks with the correct words Speaking
and phrases from the word bank.
o based
With a partner, act out the roles below
~
pediatrician
BANK
general practitioner
on Task 7. Then, switch roles.
USE LANGUAGE SUCH AS,
obstetrician
I'm a new nurse here.
1 A(n) observes and treats pregnant I have these ...
women until they give birth. He's on the _. floor somewhere.
2 Parents often take a long time to choose their
childs _ __
3 For small problems like a cold, see a(n) Student A: You want to find someone who
_ _ _ instead of a specialist. works in the hospital. Ask Student B questions
to find out:

0 " Listen to and read the hospital • floor number

directory again. Where can you pick up • room number
your medicine from? • where to find additional help

Listening Student B: You are an employee at the

0" Listen to a conversation between a hospital. Answer Student A's questions.
nurse and an obstetrician. Mark the
following statements as true (T) or false (F~
1 _ The man needs to look at x-rays. Writing
2 _ The radiologist works on the third floor. CD Use the conversation from Task 8 to fill
3 _ The woman directs the man to the out some entries in a hospital directory.
receptionist.

fj" Listen again and complete the

conversation.

Nurse: Excuse me, Dr. Beverly? Hi. I'm

Mark. I'm a new 1 here. Hospital
Obstetrician: Hey, Mark. What can I do for you?
Nurse: I have these 2 ___ for Or. Cho's
patient. He wants Or. Fabf"izzio to
Directory
take a look at them.
Name: ____________
Obstetrician: The 3 _ _--'? He's on the first floor
somewhere. Job Title: _ __ _ _ _ _ __ _
Nurse: Do you happen to know the actual
4 ? Job Duties: _ _ __ _ _ _ _ __
Obstetrician: No, but the 5 in the lobby wilt Name: _ ___________
Nurse: Okay. This 6 is so confusing!
Obstetrician: I know the feeling. You'll get used to it. Job Title: _ _ _ _ __ _ _ __
Job Duties: _ _ _ _ _ _ _ _ __

5
 & Read the flyer. Then, mark the following statements as
true (T) or false (F).
1 _ The hospital is beginning construction to repair damages.
2 _ The radiology department is on the same floor as the
cardiology department.

A
Construction Notice
3 _ Patients have to go through the pathology department to
get to orthopedics.

Vocabulary
8 Write a word that is similar in meaning to the
St. Sebastian's Hospital wants to give its underlined part.
patients the best care possible. In order to
do this, we need to update our facilities 1 Andrews son is sick, so he takes him to the department that
from time to time. As a result, we are deals with the care of children. __ d __ t __ c _
starting some construction projects today. 2 The patient needs medicine so he goes to the place where
Some departments are temporarily moving pharmacists distribute pharmaceutical drugs. p __ r __ c _
during construction. The cardiology
. department is now in the basement across
from the radiology and pathology
3 Employees in the department that studies and diagnoses
diseases must wear gloves and goggles. _ a __ 0 I 0 __
4 Doctors in a medical field that uses instruments to operate
departments. Obst etrics is on the second
floor next to pediatrics. on patients need very steady hands. s __ g __ Y
5 Sau! works on an ambulance, so he sees plenty of situations
Access to other departments is limited.
in which someone's life is in danger. __ e _ g __ c __ s
The entrance to orthopedics is now
through the dermatology department. The
surgery wing of the hospital is only
accessible through the lobby elevators.
o Check (J') the sentence that uses the underlined part
correctly.
The emergency room and the pharmacy
are unaffected. 1 _ A Aalph is at the cardiology department because his
heart is beating abnormally.
_ B Doctors in the pathology department respond to
emergency situations.

2 _ A Francesca is going to the surgery department to pick

, up her prescription.
_ B Wendy has a broken Jeg so she's going to the
orthopedics department.

3 _ A The pregnant woman is in the obstetrics department.

Get ready! _ B Doctors who work in the pathology department only
care for children.
o Before you read the passage, _ A
t alk about these questions. 4 Doctors usually periorm surgery in the pharmacy.

1 What services do patients get in

_ B Gregory takes x-rays in the radiology department.
different hospital departments? S _A The pedjatrics department is where doctors inspect
2 Which hospital departments organs to diagnose diseases.
need nurses the most? _ B Joe is at the dermatology department to get his rash
examined.
6
a sphygmomanometer is
 injury
sprain contusion
n
abdominal
chest
respirations

immunozation accident bruise control

heart
cold
 bleed
breathe
bruise
coughed
dizzy
infect
pain
swell
sick
Ros Wright and Bethany Cagnol
with Maria Spada Symonds
Series editor David Bonamy
 Checking patient details
Reading 1 Reaa these patient details and answer the questions.

GP (general
practitioner) = General Hospital
family doctor Patient details
$4r First name(s)t KLJI.S Surname: t.{eQpgald
Title:

Gender:E tvt tr F Marital status: gitqlo

DOB: 13..93,118L. Occupationi .aa.\$+.l4e-!.ip,I A.erlel.
Add ress: . .5 Q.att iS QJpe*., No-tt i r4hau..Nqt..1Q.e.
rer (aob.i.le) 1.7.71. Q9.? 5llll . Email: Vagd.enal.dQtejeep.ce'uV
GP: Q.Cfa*4a t4i.l!at
Next of kin: .S^uzAw.*.5 tle.ge.vlald Relationship to patient: fla!.hA.f..

1 Is the patient a man or a woman?

2 When is the patient's birthday?
3 What is the patient's job?
4 Is the patient married?
5 Who is the patient's family doctor?
6 Who is Suzanne McDonald?
Listening 2 Listen to two conversations and tick / the information the person
asks for.
1 The adviser asks for the patient's
! name and surname. ! telephone number.
! date of birth. ! email address.
! address. ! next of kin.
2 The nurse asks for the patient's
! name and surname. ! telephone number.
! date of birth. ! email address.
! address. ! marital status.
3 Listen again and complete these tables.

I 2

Patient name James (1) Patient name Amir (4)

Next of kin | (2) DOB (5) _
Telephone (3) _ Address
(6) 81 Avenue Mahmoud
number
- Email I 0) @teleco.com

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 Describing symptoms
Talk
Vocabulary 1 tvlatctr illustrations A-N to symptoms r-t4.

1 cough 8 runny nose

2 dizzy 9 skin rash
3 earache l0 sore throat
4 fever ll stomachache
5 headache 12 sweaty
6 itchy 13 swollen glands
7 nauseous 14 tired
Pronunciation 2 Listen and check your answers in 1. Then listen again and repeat.

Speaking 3 Work in small groups. What do

you think are the top five reasons
for visiting a GP in the UK? Put the
Top 5 reasons for visiting the GP
symptoms in the correct order
(1-5), beginning with the most in the UK
common. Then check the answers at n earache n cough
the bottom of the page. n stomachache n backache
n sore throat
4 What do you think are the top five
oqceqceuols I
reasons for visiting a GP in your
eqceree t oqce)ceq g q6noc 7 leorql aros L
country? Discuss.
I4
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 Assessing common childhood diseases
Vocabulary 1 Work in small groups. Match photos A-C to the childhood diseases l-3.

E q
i-

n
1 rubella 2 measles 3 mumps

2 Work in pairs. Match the symptoms in the box to the childhood diseases
in 1. Write I ior rubella, 2 f.or measles or 3 for mumps above each word. Some
symptoms can appear in more than one disease.

cough fever headache nausea rash runny nose sore throat swollen glands

Reading 3 Read this patient education leaflet and check your answers in 2.

MMR information leaflet

What is MMR?
The MMR vaccine protects your child against these highly infectious childhood diseases:
measles, mumps and rubella.

What are the syrnptorns?

. measles: cough, fever, rash, runny nose and sore throat
. mumps: fever, headache, nausea and swollen glands
. rubella:fever, headache, rash (red-pink colour), runny nose, sore throat and swollen glands

When to give the vaccine

. When your baby is l3 months old, mal<e an appointment with your family doctor or
public health nurse for the first MMR vaccine.
. At 4-5 years your child will receive the second vaccine (or booster) at schoor.
+ The vaccines are free of charge.
What happens after the vaccination?
Does your child have a feverl ls the injection area sore, swollen or redl lf yes, give your
child paracetamol or ibuprofen.

4 Work in pairs. Read the leaflet in 3 again and answer these questions.
I Who is this leaflet for?
2 What do the letters MMR stand for?
3 How old are children when they receive the MMR vaccine? (2 answers)
4 Some children have symptoms after the vaccine. What are they?
5 How much does the MMR vaccine cost?
6 What is the treatment for these svmptoms?

l6
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 Taking a blood sample
Vocabulary 1 Wort< in pairs. Match l-7 in the illustrations to words a-g.

o--.-r&

a) antiseptic wipe
b) cotton ball -
c) needle -
d) plaster -
e) specimen- tube
f) syringe -
g) tourniquet
-
Reading 2 Complete these- instructions for taking a blood sample with the words in 1.
DI I Put a(n) over the cotton ball and check the patient feels OK.
ii) I I Pull out the needle and put a(n) onto the wound. Press hard.
iiD I I Ask the patient to roll up their sleeve and use a(n) to clean
the patient's arm.
i") E E Write the patient's full name and DOB on the
v) f] I Tie the -
tightly around the patient's upper arm and insert the
into the vein.
-
vi) I f] Use the to fill the tube with blood.
3 Match the instructions (i-vi) in 2 to the illustrations (A-F) in l. Then put the
instructions in the correct order (l-6).

Speaking 4 Work in pairs. Put the words in 1-6 in the correct order to make sentences.
I for me / your sleeve / please / roll up
2 disinfect I first I let me / your arm
3 the tourniquet / let me / round your arm / tie
4 a small pin prick I will I feel / you
5 to your arm / cotton ball / hold / this
6 for a minute and / your arm / press hard / bend

18
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 t\/ -
table

Medication routes and forms

Speaking 1 Loot< at these notes and match the 'five rights' (1-5) to illustrations A-E.

1 right patient 3 right medication 5 right route

2 right time 4 right dose

2 Work in small groups. Answer these questions.

1 Why is it important to remember the .five rights' of medication?
2 Look at illustration C in 1. What other routes do you know? Make a list'
muscLe

Vocabulary 3 Match words 1-10 to illustrations A-J.

I capsules tl ointment
2 drops 7 spray
3 inhaler 8 suppository
4 injection 9 syrup
5 IV drip 10 tablets

44
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 Dosages and frequency
Vocabulary 1 Wnat do the symbols in the box mean? Match them to terms 1-5.

+X
1 minus/subtracted from 4 equals/is
2 plus/added to - 5 divide(d) -by
3 -
multiplied by/times -
Listening 2 -
Work in pairs, Listen to three conversations and complete these
calculations. Then practise saying them to your partner.
I 60 mg 20 mg 3 tablets
2 250 ml - 2 hours- I25 ml per hour
3 28kg-1.5m9:-mg
- -
Vocabulary 3 Write these calucations in words. Then practise saying them aloud,
I 100 mg + 150 mg : 250 mg
2 80ml-45mI:35ml
3 60mg+5m8:12mg
4 3x5ml:15mI
Language

Expressions of frequency
We can talk about frequency like this:
Take these tablets once a day at 8.00.
I take my iron tablets twice a day at 8.00 and 22.00.
He uses a suppository every second daylevery other day, on Monday, Wednesday and Friday'
The nurse administers medication three times a day, at 8.00, 13.00 and 19.00.
We give him a morphine injection every four hours, at 8.00, 12.00,16.00,20.00, etc,

4 Match expressions l-5 to patients a-e.

I three times a day
2 twice a day -
3 once a day- -
4 every four hours
5 every second day--
a) Ms Ford 08.00 / 12.00,/ 16.00 / 20.00 '/ 00.00 /
b) Ms Sandhu 08.00 / 13,00,/ 22.00./
c) Ms O'Riley 08.00 / 12.00 16.00 20.00 22,00,/
d) Ms Meleki 08.00 13.00 / 16.00 20.00 22.00
e) Ms Andrews Mon / Tues Wed / Thurs Fri /
Reading 5 Read the wiki entry on page 47 and answer these questions.
1 What was the language of medicine in Europe in ancient times?
2 When do medical professionals use Latin today?
3 Why did the Australian Commission on Safety and Quality in Healthcare
produce a new list of medical abbreviations?

46
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 Side effects; assisting patients with medication
Speaking 1 Work in pairs. Discuss these questions. Then compare 1,our ideas with the rest
of the class.
1 What are side effects of medication?
2 Make a list ol five common side effects.
Listening 2 Listen to Les, a nursing lecturer, talking about side effects to a group
of student nurses and tick / the side effects he mentions.
! dizziness ! skin rash ! tremors
! diarrhoea ! stomachache ! constipation
! headaches f swelling ! drowsiness
! nausea f vomiting ! loss of appetite
3 Put the words in 1-5 in the correct order to make sentences. Then listen again
and check your answers.
1 some patients / suffer / as you know, / side effects / and others don't
2 might feel nauseous / may suffer dizziness / some people / and others
3 even headaches / to have diarrhoea, / it's also possible / vomiting,
4 may cause swelling at the injection site / for some patients / injecting
drugs intravenously
5 Valium / drowsiness / patients who take / may experience
Language

May, might
We use maylmight + infinitive to talk I You may feel some nausea. (lt is possible but not 100 percent sure.)
about actions or events that are possible I He might suffer some swelling from the injection.
now or in thefuture. I lt may take several months to heal up completely.
We might carry out more fests after we take off the bandages.

Use these prompts to write sentences wilh may or might. Put the verbs in
brackets in the correct place.
F;.
I you / a little dizzy afler you take your medication (feel) IMed
2 some patients / abdominal pains or sweating (experience)
3 your husband / some side effects but most patients don't (suffer) I
4 you / some side effects to this drug (get)
5 we'll monitor him as we / to reduce his dosage (need)
6 it I a few weeks for the wound to heal completely (take) f*
I
tnsut

Vocabulary 5 Look at the audio script for track 34 on page 77. Find words for side eflects that
match these definitions. Underline the words as vou read.
l;,
E z E A E
an illness where a condition when the patient no longer having shaking
l,''
the patient where the feels sleepy a desire for food movements in Iror-
frequently patient cannot your body that
passes solid pass solid waste you cannot
waste, often in a from the body control
liquid form

48
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 Communicating with relatives by phone

Listening 1 Look at this list of things nurses say and do on the telephone. Which two are
not recommended? Discuss.
o
I L

1 Say the name of the ward/department. I tr

2 Sayyourname. I tr
3 Offer to help. T I
4 Correct the caller's English. T tr
5 Ask the caller to repeat something. I T
6 Put the caller on hold. tr T
7 Apologise if there is a lot of noise in the background' tr tr
8 Talk to another person at the same time. I T
2 Listen to two telephone conversations and tick / the actions in 1 for
each nurse.

Speaking 3 Work in small groups. Why is conversation 1 in 2 a bad example of how

to communicate with people on the phone? Why is conversation 2 a good
example? Make two lists.
In conuersation 1, the nurse is stressed.
In conuersation 2, the nurse is polite.
Language
Pror

We use will + infinitive to talk about the future. I t'll

iust check he is awake
Will he be out of surgery at eleven? Yes, he will.lNo, he won't.

4 Complete this conversation with witt and the verbs in the box.

arrive be check not come take transfer wait

Nurse: Patients'Ward 2, Nurse Willard speaking. How may I help you?

Caller: Yes, hello, I'd like to speak to my husband in room 255, please. I
want to tell him that I (1) at the hospital very soon. But
I (2) by car today. I (3) the bus, so I (4)
probably late.
Nurse: Sorry about the noise here. Could you repeat the room number?
Caller: Room 255.-
- -
Nurse: Room 255. No problem. I (5) just he's awake and then I
(6) you. The medication we're giving him makes him a bit
tired. Can I just Put You on hold?
- -
Caller: Sure. I (7) .

-
50 -
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 Moving and handling Patients
Speaking 1 Work in small groups. Discuss these questions'
i When do nurses need to move patients? Make a list'
when the pGtient changes departments
2 What do nurses need to think about when they move a patient? Make a list.
the Patient's weight

Vocabulary 2 Work in pairs. Label these pieces of equipment for moving and handling
Patients with the words in the box'

banana board hand blocks hoist monkey pole rope ladder slide sheet

Listening 3 Listen to three conversations. Which piece of equipment in 2 do the

nurses use for each Patient?

4 Listen again and complete these sentences with the words in the box.

pull up roll over sitting slide onto swing over

1 She can herself to a position.

2 Now your legs the side of the bed.
3 You can the chair.
4 We're going
- to you onto your left side'
-
52
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la1od fa>1uotu eql asn o1 (a1qe aq / no,Q
(Z) al,ttqt nod op l€ql6 'uroor AI eql ur 1s pu€ oE uec nod
'lsll e e
os rleq)laaqlv\ € olur nod (d1aq) (t) t pue IIqd'topqv'o1eH :S
'sla>lJBrq ul
sqra^ aql pue ilm rc ol ?ulo8 ag lo ruroJ ]JerroJ aql qll^\ 'G) tapqV '1uar1ed
e pue '(j
llqd pue (S) utruls 'ses;nu o^\l uaarvrleq uollesJeluor s1q] alalduro3 g
poq lo lno rc6 ol dpt.l ewos paau il,eq9
'nou dn nol dlaq ye11 suorlcrperd ro; lo (d1eq 1o) rego ue ro1
'rteqqeeLlt e pu17 pue ob p1 'Our1eeds lo lueurotu eqi le opeu suorsrcop rol ,rrlu esn sosrnN
ateqqaoLl/!\ e pE ot 6woo nol ety 'Ir op Ieql eroleq (luerled eq1 o1) ernpecotd e
aprs tnotr oluo nol ilot ot 6uto0 tuJ lsrlJ ro uolluelul ue ureldxe ol e^rlru4ur + of 6u!o6 og esn sesrnN
llln'oI 6u1ob eq:arnlnl aql
ebenbuel
 Communicating with team members by phone
Past sit
Speaking 1 Wort in pairs. Answer these questions.
1 Why do nurses need to communicate with other medical staff by phone? F"-
2
They need to book 0 porter to transfer patients to a different department
or room.
What other ways are there to communicate with members of the team?
t_
Listening 2 Three nuises call to ask for porters to transfer their patients. Listen
and complete the patient information'

E E

Name: Tony Montana Name:Ali Murad Name: Karina Abramowicz

lD N':811956 ID N": lD N':783359
Patient room + Paediatrics -r Patient room 210+
Occupational Therapy Radiology

-
Complete this telephone conversation with the words and phrases in the box'

accompany ask for double five lD number

medical notes porter spell transfer

Susie: Hello, Porter's Office, Susie speaking. How can I help you?
Davy: Yes, good afternoon, Susie. This is Staff Nurse Dav.v Morris in ER. I'm
calling to (1) a(n) (2) to (3) Sylvia
--
Tyler to the Orthopaedics Deoartment, please.
Susie: Could you give me the name of the patient again, please? And their
(4)
-
Davy: Yes, it's Ms Sylvia Tyler. ID number 5521146. Would you like me to
(5) that for you?
Susie: I think it's OK. Can you just repeat the ID number for me?
-?
Davy: Yes, it's (6) two double one four six.
Susie: OK, thanks. And who will (7) the patient?
Davy: -
I will.
Susie: OK. Finally, can you confirm that all the patient's medical documents
-
are ready?
Davy: Yes, we have the (8) drug chart and all the nursing
documentation.
Susie: Great, we'll send you a porter right away.
Davy: Thank you very much for your help. Goodbye.
-,
Speaking 4 Work in pairs. Practise calling a porter to transfer one of the patients in 2. Use
the conversation in 3 to help you. Change the underlined information. Then
swap roles and repeat the activity.

)4
99
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fl fl e
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6dn
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lo eldurgs lsed eql osn eM
eq;o eldugs 1se4
ebenFuel
 Ordering supplies
Vocabulary 1 In a hospital supply room, items are often colour coded. Work in pairs. Look at Any,en
illustrations A-L and put the items in the correct category. We usr
counta
E E q E Enoug
or wan
uncour
lI Remer
I questi(
@ blsrurecrnNf

t@ n@ n n !
E E lil

I
P

n - n
u t! E

tr@ n@ n
Red: intravenous or blood test items

l-istening 2 Staff Nurses Cynthia and Louis are checking the inventory and
ordering supplies. Listen to their conversation and tick / the items in 1 that
you hear.

Listen again and answer these questions.

I For which rooms does Louis order supplies? For which floor?
2 What does Louis do to complete the order?
3 What did the hospital do a lot of this week?
56
L9
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-
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 Giving simple safety instructions F

The
1 Match the words in the box to these definitions. Then label the illustration with
r
Vocabulary
regul
the words in the box.
lhe p
soun
apron disposable gloves eye protection mask sharps box
I This protects.your mouth and nose'
2 This protects your clothes. You tie it around your waist.
3 This container makes it easy and safe to dispose of needles.
A
You wear these to protect your hands from the patient's blood and body
fluids.
This helps protect your eyes.

-
oaJ Expr
b)
m;
c)

d)
l
| *^*.

e)

sharps = sharp
obiects

Language

Past simple: regular verbs

To form the past simple of most regular verbs, we add -ed to the verb. show - showed
clean - cleaned
Be careful of spelling changes:
. verbs that end in -e: add -d. arrive - arrived
. verbs that end in consonant + -y: drop the -y and add -ied ' carry carried
. verbs that end in one vowel + one consonant: double the consonant and add -ed' drop - dropped
We use the past simple to talk about actions and situations that started and finished She disrnfected the wound.
in the oast.

2 Look at the title of this article. Say what you think sharps injuries are. Then
complete the article with the correct past simple form of the verbs in brackets.

Many years ago a team at Wilfred Johnson Hospital (include) clear directions for the staff who (7)
(1) (organise) a project to reduce the number (use) sharps.The hospital (8) (purchase)
of sharps injuries. The OR supervisor, the hospital large boxes and put them in each OR. The team also
safety officer and a general physician (2) (9) (create) a new'sharps zonel where staff
(participate) in the project. They first (3) .- --
members (10) -
(pass) needles and knives
-
(review) the information about injuries from the year
-
on trays. After six months the number of sharps injuries
before. This (4\ (show) that there were too (11)-- (decrease). In 2008 the staff only
many injuries with sharps, so the team (5) - (12) (report) six sharps injuries. In 2009 the
(decide) to write new'sharps safety rules'to explain the number (13) '-- (continue) to go down - to only
importance of safety. The new policy (6) three iniuries!
-
- -
56
69
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 Caring for a patient in the recovery room

Past sir
lrregulz

We use
To forn
didn't

Listening 1 Wtre.r a patient wakes up in the recovery room, a nurse usually asks them some
questions. Complete the missing words in these questions.
1 n Are you in any p-? 5 ! Do you k- where you are?
2 n Can you br- well? 6 n Can you o- your eyes?
3 n What's your n-? 7 n Do you f- nauseous?
4 E Can you h- me?

2 Listen to a conversation between a nurse and a patient and tick / the

questions from 1 you hear.

3 Listen again and answer these questions.

1 How often does the nurse take the patient's vital signs?
vital signs: pulse, 2 Does the nurse give the patient an oxygen mask?
temperature,
3 Is the patient nauseous?
blood pressure,
respiration rate
4 Is she cold?
5 What does the nurse give the patient?
Vocabulary 4 How does the nurse in 2 ask the patient about her pain? Put the words in the
correct order to make the question. Then listen again and check your answer'
ten being the worst pain, / one being no pain at all, / what number is your pain
right now / on a scale from one to ten, / ?

bU
I9
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 Removing sutures
Language

Sequencers
We use fi?st, second, third, then and finally to give First, wash your hands completely.
instructions. We often use a comma after them. Secon4 lift up the suture.
fhird, with the otherhand , cut the suture.
Then, check the wound is healed.
Finally, clean and disinfect the wound.

Reading 1 Complete this text with firsf, second, third., then and finally.

Before removing sutures, it is important to follow these directions.

When removing sutures, put on an apron. lf you have long hair, be sure it is tied back
securely. (1) explain to the patient that you are going to remove their
sutures (the patient will probably use the word sflfches). (2) , ask the
patient if he or she is comfortable. The patient may ask if it will hurt. Reassure the
patient that removing sutures doesn't hurt. (3) wash and dry your hands.
Then prepare
-,some gauze, cleansing solution and a stitch cutter on a sterile tray.
(4) put your hand inside a sterile waste bag and use it like a glove to
remove the bandage from the sutures. Turn the sterile bag inside out so that the
bandage is now inside the bag. Put on sterile gloves. (5) look at each
suture and check for inflammation around them.
-,
Match the words in bold in 1 to illustrations A-H.
-,
E q E 'Soft

F;
IreoL

E q

62
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 Talking about old age
Reading 1 Wort in pairs. Discuss these questions.
E
1 When do you think old age begins?
2 Do you think a 75-year-old feels old?
3 How old would you like to live to?
4 Think about older people you know. What makes them happy?
2 Read this survey and answer the questions.

@
E
In 2009 we asked 3,000 Americans about growing old. There were some
interesting results. .l

.ll.l
When does old age begin?
There were different answers, depending on age and gender. Women generally i ,,'

said a person becomes old at 70 but men put the number at 66. Most 19-Vear-
olds believed old age begins at 60.
@u
Are you old?
Certainly not! Only 21 percent of respondents aged 65-74 and 35 percent of
those aged 75+ said they feel old.

What age would you like to live to?

ln 2OO2 most people wanted to live until the age of 92. In 2009 the majority
said 89 years old. One in five would like to live into their nineties, and eight
percent say they would like to live to 100 years or older.

Are older people happy?

The answer to the question was yes. 34 percent of respondents aged 30-49
said old people were'very happy'and only 14 percent believed they were Otferi
'not too happyl 28 percent of 7S-year-olds said they were'happyi and only We ca
12 percent thought they were'not too happyi Finally, what makes the older
generation happy? The answer is good health, good friends and financial
W,
I voulv
security - the same things that make younger generations happy. -l.-
lrsa
Where should old people live?

1 When do most young people say old age begins?

2 What percentage of 7S-year-olds feel old?
3 What age would most people like to live to?
4 What makes older people happy?
Speaking 3 Work in pairs. Discuss these questions. Then compare your ideas with
another pair.
1 How are elderly people cared for in your country? In the family?
In specialised care homes? In their own home with community assistance?
2 Why do some people think a care home is the best place for the elderly?

64
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 Assessing an elderly care home resident
Vocabulary 1 Wort in pairs. Label photos A-F with the aids in the box.

commode dentures glasses grabber hearing aid walking frame

tr

2 Match l-6 to a-f to make sentences about the aids in l. Then match the
sentences to the photos in 1.
1 Patients use this when they a) hear better.
2 Patients wear these when they lose b) up objects they cannot reach.
3 Patients wear these in order c) are not able to walk to the toilet.
4 Patients use this to pick d) them walk around more easily.
5 Patients wear this to e) to see better.
6 Patients use this to help f) their natural teeth.
Listening 3 Listen to the first part of a conversation between a nurse and Dipak
Gyawali, a new care home resident, and choose the correct words in rraftcs in
this assessment form.

. l'm happy when (2) I see my family I I'm by myself.

. (3) lmpolite or unfriendly people I Noisy places make me angry.

. My favourite foods are (4) Spanlsh and French I ltalian and lndian.
. Foods ldislike are bananas and (5) eggs lfish.
. | (6) wear I don't wear dentures.

4 Listen to the second part of the conversation in 4 and complete the

rest of the assessment form.

Hobbies and interests

(3) and (4) Indian music.

Mobility

. | (10) to use a commode.

. lfind itdifficultto bend, so luse a(n) (11) to pickthings up.
Communication
. | (12) hearing problems.

5 Compare your answers in 3 and 4 with the rest of the class.

;
,
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 Chec

I Meeting colleagues
Reading a Speaking exercise 5 page 7
nursing schedule Student B
Look at this hospital facilities schedule. Take the role of patient or visitor and ask
Student A questions to complete the information.

Midland Town Hospital

Hospital Facilities

Visiting hours

Car park I Monday to Friday: 730 a.m. - 9.00 p.m.

Bank i Weekdays: 10.00 a.m. - 12 noon and 1.00 p.m. - 3.00 p.m.
Monday to Friday: 730 a.m. - 5.30 p.m.
Flesta{.rrant

Coffee shop

Monday, Wednesday, Thursday:

Gift shop Tuesday and Friday: 10.00 a.m. - 2.00 p.m. and 5.00 a.m. - 8 p.m.
ano : 10.00 a.m. - 5.00 o.m.
Monday to Friday:
Newsstand
and Sunday: 12.00 noon - 8.00
Breakfast: 7.30 a.m.
Dinner:
Fatient mealtirnes
Tea: 5.00 p.m.

What ere the uisiting hours?

What ere the opening hours of the bo.nk?
What time does the car park open/close?
When is breahfa.st?

Meeting patients Speaking exercise 5 page 8

and their visitors Student A
I You are a nurse. Practise meeting your patient. Introduce yourself and ask
questions about the family in Student B's picture.
Student B
You are a patient. Answer Student l{s questions.
A: Is this your family?
B: Yes. This is my son and this is his wife.
2 Swap roles and repeat the activity.

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 5 The body and movement
The body: torso Speaking exercise 4 page 39
and head StudentB assir
wir
You are on the telephone. Student A needs to fill in the Range of Motion (ROM)
.' exercise record for a patient, Mr Ahmad. Answer his/her questions.
t-
I lt'
Movement Fepetitions Comments Nurse initials
tr
I l''
thoulder Repeatten timea, Mr Ahmad ehould sit on the
rotations bed, Left shoulder only,

Hip bends Repeatfivetimee. Do this on the bed, Hold his

tr
tI
head and neck in your hands,

Head lifts Hold forfive aeconds, then put This is difficuhfor him because

Chestlifts
down, Re peat th ree tim es.

Hold for three seconds, then

ofthe pain in his neck.
Oive hlm a ballto hold near his
tl
put down. Repeat five timea, face. He puahes the ball up.
IF
Documenting Student B
tI
ROM exercises I l"'
Speaking exercise 8 page 43
Listen to Student A. Then swap roles. Read Joe's flow sheet for Sth March and
It-
I t''
explain to Student A which exercises the patient can and can't do.
t-
=E
Flow sheet - Range of motion exercises
Patient: doe Felieie Room N': 214 Date:.0E.03.2012 Gen ero I Centrol H osDito,

Movement Time Comments

12.00 1700
R shoulder flexion Ir)NL
Ordt
R shoulder rotation I^)NL
R hip abduction l,ijNL
R hip extension ,dNL
L shoulder flexion ITJNL uti4h, soue oain
L shoulder extension liuihed 4o l0O"
L hio abduction liuited to 10"
L hip extension liuiteJ to 45"
L knee extension liuitod to 25'
Nurse's initials:

Joe can bend his right shoulder normally. He can ...

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