Lesson 1: THE HOSPITAL TEAM

Objectives: After finishing this lesson, students have ability:

1. To write and say some jobs in a hospital and their function as well as their work.
2. To use the Simple Present and Present Continuous tenses.
3. To present nursing profession.

Scrub up

1 Work with a partner to match each job with a person in the picture.
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.

a. /’skrʌb nɜːs/

b. /ˌkɑːdiˈɒlədʒɪst/

c. /rɪˈsepʃənɪst/

d. /ˈsɜːdʒən/

e. /ˌfɪziəʊˈθerəpɪst/

f. /ˌreɪdiˈɒlədʒɪst/

g. /kənˈsʌltənt/

h. /əˈniːsθətɪst/

i. /ˌpiːdiəˈtrɪʃn/

j. /ˈpɔːtə(r)/

3 Listen and repeat. How is stress marked in phonetic spelling?

Listening 1
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
b a consultant
c a paramedic
d a sister
e a radiologist
2 Listen again and decide if these sentences are true (T) or false (F)

1 Mrs Benson has had a fall.

2 This is not Mrs Benson’s first x-ray.
3 Mrs Nenson can’t find the toilet.
4 She has a heart problem.
5 The consultant sends her home.
6 Mrs Benson’s appointment is next week.
Vocabulary
Verbs for describing jobs
Complete descriptions 1-10 with a job from Scrub up and the verbs below.
moves performs specializes
gives examines prepares
supports treats takes
delivers
1 A paediatrician _ children.
2 A attends births and babies.
3 A in illnesses of the heart and blood vessels.
4 A equipment, furniture, patients, etc. around the hospital.
5 A x-rays and other images.
6 A surgeons in the operating theatre.
7 A medicines to give to medical staff or patients.

8 A responds to emergencies and first aid.

9 A operations.

10 A samples and tissues under a microscope

2
3
Listening 2

A job interview

1 Before you listen, answer the questions.

- How do you feel about interviews? Are you good at them?
- When was your last interview? What was it for? How did it go?

2 Listen to Rachel having a job interview, and answer the questions.

1. Where is Rachel working now?
2. Which part of the hospital does she work in?
3. Why is she looking for a new job?
3 Complete the sentences using the words below. Then listen again and check.
applying for lectures night shift
fully-qualified part-time rewarding
1 Are you a scrub nurse?
2 At the moment I’m doing a course and working at the same time.
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?
Language spot
Present Simple v Present Continuous
⚫ We use the Present Simple to talk about routines, duties, and things that happen all the
time.
I prepare the instruments for surgery and help with the operations.
A midwife delivers babies.
Look at the listening script of Rachel’s interview and underline all examples of the
Present Simple.
⚫ We use the Present Continuous to talk about things that we are doing at the moment, or
things that are happening now.
4
 At the moment I’m doing a part-time course.
Look at the listening script of Rachel’s interview, and circle all examples of the Present
Continuous.
⚫ We can use certain verbs in the Present Simple (for example like) with an –ing form.
⚫ Some verbs, such as like, want, know, etc., are not used in the Present Continuous.
I like my work at the moment!
NOT I’m liking my work at the moment!

⚫ The Present Continuous is also used to talk about future schedules.

I’m working nights next weekend.
1 Read this student nurse’s email home to her friend. Choose the correct verb forms to
complete it.

Hi Ivana
I write / ‘m writing1 to say thank you for the birthday card, and to
tell you how I get on / ‘m getting on2. The course is hard work, but I
‘m enjoying / enjoy3 it so far. We usually have / are having4 classes
every morning, but this week I’m working / work5 in Geriatrics all
day. It’s interesting, although of course I want / ‘m wanting6 to work
as a scrub nurse.
On the geriatric ward I ‘m making / make7 beds and checking /
check8 patients’ blood pressure and temperature. I ‘m learning /
learn9 a lot, and the experience is very useful.
I ‘m going out / go out10 most Saturday nights, but stay in and study
on other days. 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 me!
Love
Maria Carmen

5
 2 Choose three jobs from Scrub up. Write a sentence to deascribe what the person
does, and a sentence to describe what the person is doing in the picture on p.4 and
p.5. Then read your sentences to your partner. They must name the job.
Example
A He moves patients from one part of the hospital to another. In the picture, he’s
pushing a trolley.
B Is it a porter?
A Yes.

Speaking
Work in pairs. Take turns to choose one of the sentence heads in the box for your partner to
talk about. Ask questions to make them talk as much as possible, and note down the main
information. Keep going until you have both used all the sentence heads.
Example
A One day, I hope to work in another country.
B Really? Where?
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!
B How much ...

I’m interested in ...

I’ve worked ...
I’d like to work ...
One day, I hope to ...
In my free time, I ...
At the moment, ...
I really enjoy ...
I’m studying ...
I’m good at ...
I’m very ...
I want to be a nurse because ...
Next year, I ...

6
Writing
Profile of a student nurse
1 Read this profile of a student nurse. Do you have anything in common with her?
Rossitza Bontcheva is nineteen years old. She’s studying for a diploma in nursing at
Vazov Nursing College. She has exams next month, so at the moment she’s studying
hard. She wants to be a nurse because she likes working with people and she’s interested
in science, but she really doesn’t like doing paperwork. She’d like to be a paediatric
nurse because she really enjoys working with children. She’s worked on a children’s
ward for three months as a work placement. One day, she hopes to work in a children’s
hospital in India, which she saw on television
She’s good at talking to people and making them feel comfortable, and she’s very
organized. In her free time she plays the guitar, and goes out dancing most weekends.
2 Write a text about your partner, using the information you got in Speaking.

Reading
1 Read the article and decide if these
sentences are true (T) or false (F).
1 The more responsibility you have,
the higher your grade.
2 Nursing officers are the same as
auxiliary nurses.
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.
2 Number these jobs the highest grade (1) to the lowest (4). Two of them are equal.
a. charge nurse

b. nursing officer

c. auxiliary nurse

d. sister
e staff nurse
3 Find words in the article with these meanings.
1 exams and courses that you have taken q
2 money that you will receive when you are old p
7
 3 similar work that you have done before e
4 special abilities s
5 levels of pay p s
6 extra hours you can work to earn more money o
7 study and practice to learn how to do a job b t
8 more advanced learning f s

One hundred and fifty years ago, nurses were unpaid, untrained, and unpopular, but then Florence
Nightingale made nursing into a profession. The methods she introduced in the 1850s were copied
all over the world, and now nursing is a career with a three-or four-year training, qualifications,
grades, unions, and pensions.
In Britain, every nurse is on a grade. The grade depends on experience and skills, and each grade
has different responsibilities and pay. On the bottom grades are unqualified auxiliary nurses who
do the routine work on hospital wards. On the top grades are nursing officers, who are usually
administrators.
Auxiliary nurses are on the bottom grades, but student nurses get the lowest pay. However,
students don’t stay at the bottom of the pay scale forever. When they qualify, they start working
on a middle grade. As they get experience, they can get promotion and move up the ranks to
become staff nurse, then sister (charge nurse if a man), and perhaps eventually nursing officer.
Many nurses work shifts, and often they work overtime to earn more money. After basic training,
many nurses choose to do further study and become specialists. Nurses can specialize in many
different fields – there are triage nurses working in Casualty, and psychiatric nurses who treat the
mentally ill. There are health visitors who visit patients in their own homes, practice nurses
working in GPs’ surgeries, and midwives who deliver babies.
Many of them say they do not get enough pay and respect for the work they do. They say that the
work is physically and mentally hard, that they work long hours and get very tired. But they also
say that there are many great rewards which have nothing to do with money.
8
Project
1 Go online and try to find the answers to the questions.
1 What is the NHS?
2 What’s the starting salary for a qualified nurse in the UK?
3 How much annual leave does a grade B nurse get?
4 How many hours a week does a nurse work?
5 What English language exam do you need to pass to work in the UK?
6 What grades can a staff nurse be?
7 What is the salary range for a staff nurse in the UK?
8 Search the word ‘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
• location * how to apply
• duties * closing date for applications
3 In the next class, compare your answers.
Checklist
Assess your progress in this unit. Tick (3) the statements which are true.
I can name and describe hospital jobs.
I can talk about duties and regular activities.
I can prescribe what is happening at the moment with these meanings.
I can understand an article about nursing.
I can talk about my work and training.
Key words
Work and training Jobs
apply for a job responsibility auxiliary nurse
fully-qualified rewarding consultant
lecture specialize nursing officer
night shift rank physiotherapist
part-time
promotion
qualifications

9
Lesson 2: IN AND AROUND THE HOSPITAL
Objectives: After finishing this lesson, students have ability:

1. To list some equipment and departments of a hospital.

2. To use prepositions of movements/ places to give directions in the hospital.
3. To describe a porter’s work in a hospital.
Scrub up

Work with a partner. Look at these pieces of equipment. Do you know, or can you guess, what
they are for?
Example:
A: I think this one is for measuring a patient's heart rate.
B: Or maybe it's for monitoring brain activity.

Vocabulary
Hospital departments
1. Which of the department shown opposite?
1. dispenses medicines? e Pathology ® a

2. treats kidney diseases? _ ¬ Cardiology b

3. specializes in pregnancy and birth? ¬ Physiotherapy c

4. studies illnesses and analyses samples? ¬ Renal Unit d

5. treats diseases of the skin? ¬ Pharmacy e

10
 6. performs operations on patients? Orthopaedics ® f

7. designs special exercises for patients? Neurology ® g

8. studies blood disorders? Paediatrics ® h

9. treats bones? ­ Dermatology i

10. specializes in the heart? ­ Haematology j

11. deals with sick children? ­ Obstetrics k

12. treats disorders of the nervous system? ¬ Surgery l

2. Match each department to one of the pieces of equipment in Scrub up.

Pronunciation

Where is the stress?

1 Match each of the words below to a stress pattern.

1 Cardiology
2 Pharmacy
3 Gynaecology a ⚫⚫
⚫
⚫
⚫⚫

4 Neurology b ⚫
⚫⚫
⚫

5 Obstetrics c ⚫
⚫⚫

6 Orthopaedics d ⚫⚫

⚫
⚫⚫

7 Paediatrics e ⚫

⚫
⚫⚫

8 Pathology f ⚫⚫
⚫
⚫

9 Dermatology g ⚫

⚫
⚫

10 Physiotherapy
11 Renal Unit
12 Surgery
2 Listen and check, then listen again and repeat.

3 Work in small groups. Tell the group what department you would like to work in.
Which ones would you not like to work in?

11
Language spot: Prepositions of place and movement

To describe the place where something is, we use prepositions such as in, on, on top of, atthe
top, bottom of, inside / outside, near, next to, by, in front of, behind, opposite, under, over,
at, on the left / right.

The shop’s near the entrance, on the right of reception.

The toilets are at the bottom of the stairs, on the left.

To talk about movement, we use prepositions such as up, down, into, out of, away, from,to,
through, across, along, past, back to, around, left / right.

Go through the swing doors, turn left along the corridor, and the coffee bar’s in front of you.

Prepositions of movement are used with verbs of movement such as go, come, take, push, carry.

Can you take these files back to the office, please?

To get from here to surgery, you have to wheel the trolley through three wards.

1 Complete the sentences with the prepositions below.

at by in next to on outside over under

1 The toilets are the ground floor, _ reception.

2 I always keep a pen my pocket.
3 Press the button your bed if you need the nurse.
4 I’ll put your bag your bed, out of the way.
5 The restaurant’s the top of the building, so take the lift!
6 Reception is the main entrance, the left.
7 See that door over there? The car park is just .
8 He’s Ward 3, _ the end of this corridor.
2 Underline the correct prepositions in these sentences.
1 Walk through / near reception, and take the lift to / at / in the third floor.
2 Go around / along / past this corridor, and it’s the third door on / at the left.
3 If you go past / through / behind the swing doors, you’ll see the waiting room.
4 The toilets are at the bottom of / over the stairs.
5 Physiotherapy is in front of / opposite this department, so just go across / out of the
corridor.
6 Go past / down the restaurant, take the stairs up to / along / on the second floor, and
the ward is out of / opposite the lift.

12
Speaking
Describe your picture and listen to the partner’s description.
Student A
Student B

Writing: Giving directions via email

1 Use the map and complete the
spaces in the email.
2 Write an email giving a friend
directions to where you work or Dear Mr Keane
study from the bus or railway
Here are the directions you asked for from the railway
........................................................
station. station to the City Hospital Renal Unit.

........................................................ Leave the railway station at the main entrance. Turn

1
and walk along Station Street for about 100
........................................................ metres. Go 2
the road to the number 45 bus stop.
Take the bus to the hospital. Get off the bus opposite the
........................................................ hospital. Walk 3
Byron Avenue and take the
4
........................................................ left. The door to the Renal Unit is on your
5 6
. The Renal Unit is to the hospital
........................................................ research library.
Regards
........................................................ Alicia Marcos

........................................................
........................................................
........................................................
........................................................
........................................................
13
..................................................
It’s my job
1 Before you read, make a list with a partner of the things you think a hospital porter does.
Read about William O'Neill. Does he mention any of the same things as you?

William O'Neill
I'm the Head Porter in this hospital. What do I do? Well, I run the place.
Porters do more than just push food trolleys around the hospital. We
transport patients by wheelchair or stretcher from the wards to
Radiology or Physiotherapy and back again. We remove dead bodies
to the mortuary, we lift and carry heavy equipment and furniture, and we dispose of all the
waste. Each hospital bed produces 4.5 kilos of waste every day. We collect it each day and
take it away for recycling.
We deliver the post all over the hospital and bring letters for patients - that's a very
important thing. As we move around the place, we take files, samples, and specimens from
here to there and back again. Last year I walked 1,800 kilometres!
To do all these things a porter must be fit, be able to think clearly in an emergency, and be
polite and friendly. Next time you are waiting for a porter to answer your call, please be
patient. He will be with you as soon as he can.
2 Decide if these sentences are true (T) or False (F).
1. Porters only push food trolleys around.
2. They move patients around the hospital.
3. Porters take dead patients from the wards.
4. Each ward makes 4.5 kilos of waste a day.
5. The porters destroy all the waste.
6. Porters give the patients their mail.

3 Try to remember the verbs in the text about William O'Neill and complete these
sentences.
1. We t patients by wheelchair or stretcher…

14
 2. We l and c heavy equipment.
3. …and we d of all the waste.
4. We c it each day and t it away for recycling.
5. Each hospital bed p 4.5 kilos of waste every day.
6. We d the post… and b letters for patients…
4 Now read the text again and check your answers.
Listening
The porter’s office

Listen to William O’Neil answering telephone calls and directing operations. Complete these
notes that he makes of the phone calls.
1
The Pathology lab wants _ and
2
.

3
Take to the waste bins. They are outside
4 5
, near the _ on the
6
.

7
Ward 4 needs a to take a patient to
8
.

Reading
Wheelchairs

1 Read the article on p.14 quickly. Tick the things that are mentioned.
1 p computer programs
2 p hospitals
3 p problems getting around buildings
4 p sport
5 p what wheelchairs are made of
6 p children
7 p history of wheelchairs
8 p high-speed wheelchairs
2 Read the text again and answer the questions.
1 What materials was the first wheelchair made of?
2 What are modern wheelchairs made of?
3 What difference does an electric engine make?

15
 4 Apart from your arms, what can you use to
control a wheelchair?
4 What three things can an iBOT do that an
ordinary wheelchair can’t?
3 Find words in the text with these meanings.

1 the place you put your arms

2 orders
3 not disabled
4 moved by the user’s own power
5 how easy it is to move around
6 that does everything
Modern wheelchairs are a big improvement on the
first wheelchairs, which were just wheelbarrows like
the ones we use in the garden. Professor Stephen
Hawking’s wheelchair, for example, is a vehicle, an
office, and a domestic servant, all in one.
The first real wheelchair was owned by King Philip of
Spain in the sixteenth century. It had the latest
technology – removable arm rests and leg rests – and was made of wood. Modern
wheelchairs are made from the same strong, light metal as aircraft, and electric engines
mean that users don’t need to use their arms or have someone to push.
Wheelchair design made a big jump forward with the invention of a computer program that
responds to voice commands. For users who cannot speak, computer technology also makes
it possible to manoeuvre a machine by small movements of the head, hand, tongue, and breath.
Some things that able-bodied people do without thinking can be a major problem for disabled
people, for example climbing stairs, entering and leaving buildings, and using toilets. A
wheelchair can either help or make the problems worse. So before choosing a wheelchair there
are many questions you have to ask: Will the wheelchair be
self-propelled or manual? Which is more important, manoeuvrability or stability?
How do you get in and out of it?
The iBOT claims to solve many of the problems of standard wheelchairs. It is a
highly advanced, all-purpose wheelchair that can travel up stairs, raise the user

16
 to reach high shelves, and balance on two wheels in the shower. It is great fun to use, but
beware the price – the iBOT costs as much as a luxury car.
Checklist
Assess your progress in this unit. Tick (3) the statements which are true.
I can name the main departments in a hospital.
I can describe what departments do.
I can understand and give directions.
I can describe where things are.
I can understand an article about wheelchairs.

Key words
Parts of a hospital
corridor floor
lift mortuary
reception ward

Nouns
disorder nervous system
sample specimen
stretcher waste

Verbs
dispense dispose of

Adjective
disabled

Look back through this unit. Find five more words or expressions that you think are useful.

17
Lesson 3: PARTS OF THE BODY
Objectives: By the end of this lesson, students will be able to:

1. To list the words on external and internal organs of the human body.

2. To write and say some anatomical terms.

External parts

Parts of the body

Most external parts of the body have ordinary English names as well as anatomical names.
Doctors normally use the English names, even when talking to each other. There are a few
exceptions where doctors use the anatomical name; these are shown in brackets below.

Limb means arm (upper limb) or leg (lower limb). The trunk is the body excluding the head
and limbs.

Writing: Write to describe radiation of the pain of migraine, angina pectoris.

18
1.1.

1.2.

1.3.

1.4.

19
Internal organs

20
 2.1.

2.2.

2.3.

Speaking Explanation of the functions of the parts of the body to the patients

1 Looking back the 2.C. to find out how the doctor is explaining the function of the
bladder to a patient.
2 Many patients do not know the location or function of spleen or the pancreas. How
would you explain them to a patient, in English?
21
Further practice
1. Definitions of the external parts.
Which parts of the body in exercise 1 match with the following definitions?
a. The joint between the thigh and the lower leg. _
b. The fleshy part of either side of the face below the eye and between the nose and ear.

c. The rounded posterior portion of the human foot under and behind the ankle.
d. Either of two bony or cartilaginous structures that in most vertebrates form the
framework of the mouth and hold the teeth.
e. The joint or bend of the arm between the forearm and the upper arm.
f. The portion of the human leg between the hip and the knee.
g. The crease or hollow at the junction of the inner part of each thigh with the trunk,
together with the adjacent region and often including the external genitals.
h. The underside of the foot.
i. The joint between the human hand and forearm.
j. Either of two milk-secreting, glandular organs on the chest of a woman; the female
mammary gland.
k. The slight projection at the front of the throat formed by the largest cartilage of the
larynx, usually more prominent in men than in women.

2. Definitions of the internal organs.

Which organs can match with the following definitions?
a. is the layer of muscle between the lungs and the stomach, used
especially to control breathing.

b. is the tube in the throat that carries air to the lungs.

c. is a small organ near the stomach that controls the quality of the blood
cells.

d. is an organ near the stomach that produces insulin and a liquid that
helps the body to digest food.

e. is the first part of the small intestine, next to the stomach.

22
f. is the organ of respiration; either of the pair of organs that effect aeration
of blood, lying on either side of the heart within the chest cavity.

g. is the hollow muscular organ located behind the sternum and between
the lungs. Its rhythmic contractions move the blood through the body.

h. is either of a pair of organs in the dorsal region of the vertebrate

abdominal cavity, functioning to maintain proper water and electrolyte balance, regulate
acid-base concentration, and filter the blood of metabolic wastes, which are then
excreted as urine.

i. is the large, dark-red gland in the upper part of the abdomen on the right
side, just beneath the diaphragm. Its functions include storage and filtration of blood,
secretion of bile, conversion of sugars into glycogen, and many other metabolic
activities.

j. is a muscular sac attached to the liver that stores bile (secreted by the
liver) until it is needed for digestion.

k. are the passages through which air enters and leaves the body.

l. is the enlarged saclike portion of the digestive tract between the gullet
and small intestine, lying just beneath the diaphragm.

23
Lesson 4:

24
Lesson 8 SYMPTOMS

25
26
27
28
29
Lesson 9 NUTRITION AND OBESITY

Objectives: After finishing this lesson, students have ability:

1. To name vitamins and mineral and nutritional value of different foods.
2. To give advice in diabetes and eating disorders.
3. To read body measurements and bmi.

30
31
194 million
worMwide suffer from diabetes.
In the USA it is the sixth most
common causeofdeath.

Vocabulary Listening 1
Diabetes adiabet?c patient
Lzsten to a student nuzse discussing a patient with a
hospital nutrttlorñst. and answer the questions.
1 How long has the patient had diabetes?
2 Which type of diabetes does the patient haven
3 Is the patient obeset
4 What does the patient’s 'special machine’ do?
S Can the patient eat sugar?
b V\thy should the patient riot have big meals?
7 What is hypoglycaemia)
Try to complete the missingverbs.Thenlistenagain
Discuss with a partner what you irnow about diabetes. '
to chef
Match these words with their‹tefinitions. 1 Does he i himself with insulin?
1 balance a taking regular exercise 2 He‘s or a special diet.is her
2 childhood b small amounts of food that you
eat between meals 3 Type one diabetes Isnet I toobes\ty.

3 dlet sugarthatthe body uses4or 4 This patient hasa special maclzine to ch

energy

d the Hme of your life vrhen you S He needs to c othe clones in his meals ...
area child 6.:heshoOdh
5 act:he e the correct amount of different
things
the type of foods that you usually
eat
Reading
7 overweight g the condition of being very fat, in Do you like fast foods Howoften do you eat it? Do you
a way tkat Is not healthy think it is addictivei

8 sz acks h too heavy and fat

Read the article and decide If these sentences aretrue
Put the uverds Into the spaces in this text about
1 The two gtrls in the article said fast food is
'nutritious and good for you’.
Diabetes occurs when your body does not produce
erioughñuuliri,a hormone that controls the level of 2 Fast food changed MozgariSpurlock
'In the btoo‹L One type ofdiabetes appears psychologically.
tn, ,and the otker type appears aAer the age 3 The film proved that fast food is good
of eighteen for you.
’people to get 4 MorganSpurlock was overweight when
diabetes, so the Illness is linked to he started fikzzir\g.
For this rear it is important to get the right 5 Morgan Spurlock became a fast food addict.
between fo‹xI and exercise. It Is 6 Morgan Spurlock died from liver failure.
importarrt to be °, and to eat a healthy
’, containing plenty of fruit arid
vegetables. Nutritionists sny p• are better
thanblg meals.
32
33
Tht idea of human beauty
changes over timcAt the deathofmo+e than
360,000 w*
year.The nodonm oQfi&MoM
200 pounds
(91 kilos).

a We useshou fd / shoufdn’t to give adetceazidtosay

and tha sterrib\e because I should be only 65 kllosl -

I’m rcaIIysfocke‹t Every time I k<›k in a mirror I
Z’dseeo nnMtionfit @7 were' ’, butthatjust makes rneeat more.I
GotoGznznmazzefñzencep.120 am so busy thesedays,and I don’t have any time f‹x
exercise.Dfcourre.I know fast food is ’.
Complex these sentences uslngrfiouid m th uldn¥ + but every time I stopeatlngit I ° fora
burger.i suppose I must be *fastfbods.
1 WuWQttJd drink lets of xoater before ynu run a Nothing in the same way.

I am bying hard tok›sea kilo a week.Sometimes I

2 t’mgett1ngfaL T °.but it doesn’twork Ijustfeel hungry
and then I give in and have spaghetti or a steak-
they’re better for me than burgers,aren’t they7 I MII
3 You breakfast-it wakes up stop eatingfastfo‹xis, l promise—butdon’tsayI
the body and previdesfuelforthe day. should dowithmA coIa,because I haw *
4 People wttt high blood pressure. on cho‹x›Iateand even ^ sugar from hot
drinkscompletely.
! thought, being a nurse,you should know about
° anddIet,and you Could give Mesorne

7 A person withaneattng dJsozdez,

8 Children.

Dlscusswtth apaztnet whataA togM•Hestato

A friendhas vrñftenyixi anenullaskirtgfm helpherlz›sewetght successfully andtn ahealthy way.
advice.She lsw'errted about her eattrighablls. Tfñrd‹aboutthesetoptcs.
+ what not to eat
• bowmuch weight tolose s when to eat
addicted to feeldepreseed • how q tcidyto loseweight « what to drink
badforyou fills rriy stomach » what to eat • other good habits

lostngwelght
64
Lesson 10 MEDICATION

Objectives: After finishing this lesson, students have ability:

1. To name some types of medication and methods of giving medication.
2. To understand instructions for giving medication.
3. To write up an experiment.

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When someone who has flu sneezes nearby, you take tiny Since 1918, the H1N1 virus has mutated. Now there
droplets of their saliva into your lungs. The droplets contain is a mutation called H5N1. When this mutation first
viruses that are looking for a new home. They get into your appeared in China in 1996, there was a desperate
lungs and then into your blood, and can quickly take over your search for a medicine to deal with it. The
whole body, using it as a factory in which they can reproduce. pharmaceutical company Roche came up with a drug
At any time, a deadly bacterium or a virus can become very called Tamiflu.
successful and spread across the world, killing millions of
human beings. When this happens it is called a ‘pandemic’. Tamiflu does not kill H5N1, but stops it making
There was a pandemic in 1918. An influenza virus called copies of itself. If given early enough, vaccinations
H1N1, or ‘Spanish flu’, killed between 50 and 100 million of Tamiflu could perhaps save many lives. However,
people. More people died from H1N1 than were killed in the the virus will continue to mutate, and might become
First World War. resistant to Tamiflu. The next mutation may already
A letter from a doctor in a military camp in 1918 describes the be with us by the time you’re reading this!
situation:
“... It is only a few hours until death
comes. It is horrible. We have been
averaging about 100 deaths per day. We
have lost many nurses and doctors. Special
trains carry away the dead. For several
days there were no coffins and the bodies
piled up.”

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 REFERENCES

English books
1. A & C Black London (2006), Check Your English Vocabulary for Medicine, A & C
Black Publisher Ltd.
2. Eric H. Gledinning & Beverly A.S. Holmström (2005), English in Medicine,
Cambridge University Press.
3. Eric H. Glending & Ron Howard (2007), Professional English in Use, Cambridge
University Express.
4. David Riley (1995), Test Your Vocabulary for Medicine, a workbook for users, Peter
Collin Publishing Ltd.

70
 Lesson 11 ALTERNATIVE TREATMENT

Objectives: After finishing this lesson, students have ability:

5.
1. To describe alternative treatments and name some natural medicine.
6. 2. To give reasons for some ways of treatments.

7. 3. To argue for and against something.

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Lesson 12 PHARMACY

Objectives: After finishing this lesson, students have ability:

1. To name units of measurement for medicine.
2. To talk about the effects of medication.
3. To use some mathematic expressions and describe a chart.

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Lesson 13 DEALING WITH MEDICATION

Objectives: After finishing this lesson, students have ability:

1. To talk about medications and understand drug charts & abbreviations.
2. To explain benefits and a side effects: can/may.
3. To completing a clinical incident report.

83
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 Lesson 14 MEDICAL TREATMENT

Objectives: After finishing this lesson, students have ability:

1. To use words or phrases relating to prescriptions of drugs.
2. To understand and write a formulary.
3. To transfer the prescription from Vietnamese to English and vice versa.

I. Prescriptions and drugs

As part of treatment, a doctor may prescribe medication, commonly referred to as medicine or
drugs. A prescription may take these forms:

In the UK, patients take prescriptions to a chemist’s shop, which sells a wide range of non-
prescription medicines and other products such as cosmetics, for dispensing by a pharmacist
(the person who prepares the medicine). In hospitals, prescriptions are dispensed by the pharmacy
(the department where the drugs are prepared).

Drugs come in many different forms. Match each type of medication with its illustration.

1. capsules 5. paste 9. solution

2. syrup 6. injection 10. pessary
3. powder 7. spray 11. tablet
4. ointment 8. suppository 12. inhaler

a b
d

c f
g
e

91
 j
h i

k
l

II. Abbreviations in prescriptions

2.1. Latin abbreviations in prescriptions are being replaced by English, but may still be
seen.
COMMON LATIN WORDS AND ABBREVIATIONS

Abbreviation Latin English meaning

aa ana of each

a.c. ante cibum before meals

ad ad to, up to

ante ante before

aq. aqua water

c cum with

gm. gramme gram

gr. granum grain

gt. gutta drop(s)

hor. som. hora somni at bedtime

m. misce mix

No. numerous number

o.d oculus dexter right eye

92
o.h. omni hora every hour

o.m. omni mani every morning

o.n omni nocte every night

os os mouth

o.s. oculus sinister left eye

o.u. oculus uterque each eye

p.c. post cibum after meals

p.r.n. pro re nata when needed

q.d. quaque die every day

q.i.d. quarter in die four times a day

q.1,2,3, h. quaque 1,2,3 hora every 1,2,3 hours

Rx recipe take

s sine without

s.o.s. si opus sit if it is needed

ss. semis a half

stat statim at once

t.i.d. ter in die three times a day

2.2. Match the abbreviations (1-9) with their meanings (a-i).

1. p.c. a. by mouth
2. q.d.s. b. sublingual
3. s.c. c. with meals
4. s.l. d. as required
5. p.o. e. after food
6. c.c. f. intravenous
7. p.r.n. g. four times a day
8. i.v. h. infusion
9. infusn i. subcutaneous

93
 III. Reading:

An indication is a situation or a sign that suggests a specific treatment should be given. A

contraindication is a situation or sign that a specific drug or treatment should not be used or is
contraindicated.

Now use the vocabulary in parts I, II, III to complete the following sentences.
1. ..................................... of the skin may be caused by drugs such as aspirin which can
produce a rash.
2. At a ..................................... you can get your prescription and all sorts of other health
products.
3. Gastro-intestinal irritation is a .........................................od aspirin.
4. Aspirin is .................................... for patients with previous or active peptic ulceration.
5. When bubbles appear on the skin due to heat or irritation, this is called .................. .
6. The maximum ..................................... of paracetamol for an adult is 4 grammes daily.
7. means a drug is not contraindicated but care must be taken in its
use.

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 8. ................................ for codeine phosphate are mild to moderate pain and cough
suppression.
9. A person who dispenses drugs is a ....................................... .
10. The place where drugs are dispensed in a hospital is a ................................... .
IV. Writing
Describe each of these prescriptions for a patient with suspected acute coronary
syndrome. The first one has been done for you.
Medicine Dose Method of administration
Streptokinase 1 500 000 U i.v. infusn over 60 mins
Aspirin 300 mg p.o. stat
Diamorphine 2.5 – 5 mg i.v. stat
Metoclopramide 10 mg i.v. stat
GTN 300 mcg/5ml i.v. infusn start @ 40 mcg/min

Streptokinase, one and a half million units by intravenous infusion over sixty minutes.
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................

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 REFERENCES

English books
1. Tony Grice (2007), Nursing 1, Oxford University Press.
2. Tony Grice and James Greenan (2011), Nursing 2, Oxford University Press.
3. Eric H. Glending & Ron Howard (2007), Professional English in Use, Cambridge
University Express.

4. Pharmacology and Patient Care, Solomon Garb & Betty Jean Crown, Cambridge
University Press.
5. The Language of medicine in English, Ethel Tiersky& Martin Tiersky (2000),
Cambridge University Press.

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