ENGLISH COURSE

2nd year

“Nursing”
1st Semester

Teacher: Ichrak HAMDANI

University Year: 2024-2025

Lesson 1: Listening Skills

I/ Comprehension Questions:
1) Answer the following questions after listening to the video.

- Is there any change in the nurse’s role between the past and the present? Explain.
- Give at least three major functions that the nurse performs.
- Where nurses can work in general?

2) Listen and fill in the blankets: …….. / 20 ……… / 20 ……… / 20

A ♪ In the past, ……………….... people saw a nurse as a ………………………. person and a

prostitute.
B ♪ Thanks to ………………………………. , people changed their perspectives and opinions.
However, some people used to think that nurse’s image as fierce and ………………
C ♪ I have ………………… to provide the best quality of care. People ………….. me, there is a
higher reliability.
D ♪ A …………… ………………………. Nurse will be presented to a new technology to apply it
in ……………………….. system and adopt to use with patients.
E ♪ When the patients see a nurse, they will feel ……………… and warm.
F ♪ In some situations, I may face problems but I have to be ……………… and respect patients,
patients’ ……………………. And ………………………….. When you are sick, you may feel
depressed and ……………………, I will be there next to you and ……………………… you.
G ♪ I always look for information about nursing care from text books and ………….
……………………… and ……………………… researches to improve nursing profession.
H ♪ I personally take care of myself to be …………………… for people to do the same. I also have
to maintain my ………………………… health; there are several relaxing techniques that I use such
as listening to music.
I ♪ As …………… …………………… nurses have to speak up not for themselves but for the
people and their communities.

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Lesson 2: Medical terms (jargon) and lay terms

- Do you speak the same “language” as your patients?

→ No, we’re not asking if you can speak foreign languages, although that is important if you have
patients from different cultures. In this case, what we mean by “speaking your patients’ language”
is conveying information to patients in a way that they understand. Patients have different levels
of understanding about medical conditions than physicians and medical staff do.

1) Discuss with your classmate the difference between:

Doctor’s language Patient’s language

2) Complete the sentences with the appropriate “lay terms”

Anatomical term Patient’s statement
Inguinal swelling I’ve got a lump in …………………
Abdominal pain My little boy has got …………………. ache.
Thoracic pain I’ve got a pain in the middle of the ………………
Enlarged axillary node There’s painful swelling in my ……………..
Mandibular pain I’ve got a pain in my ………….

3) Complete these sentences with the appropriate “technical terms”

a- The technical term for difficulty in breathing is → …………..
b- The technical term for fluid in the tissues is → ………….
c- Blue lips or nails are a sign of → ……………
d- A patient whose face looks yellow has → ………….
e- The technical term for a cut is → ……………..
f- A pulse which is not regular is → ……………..
g- The technical term for blood in the vomit is → ………………
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 h- A pulse which is difficult to feel is shallow → …………
i- A patient who does not want to eat anything has → ……………
j- If a patient has an injury which leaves a mark on the skin, but the skin is not broken, he
has → ………………
k- The loss of memeory is → ………………
l- A swelling in an artery → ………………
m- The removal and examination of a small part of tissue or organ → ………………
n- The treatment of disease with chemical agents (cancer) → ………………
o- Low oxygen level in the blood → ………………

4) Complete the following tables

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Lesson 3: Common Medical Abbreviations

Debate : Guess for what reasons medical abbreviations are used in the healthcare settings? Are
there any potential risks?

PATIENT EVALUATION

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5- Complete the quiz by matching each abbreviation with its correct meaning

Abbreviations Meanings Answers

1-CPR a-Magnetic Resonance Imaging 1+

2-MRI b-Electrocardiogram 2+
3-ICU c-Ear, nose and throat 3+
4-RX d-Nothing by mouth 4+
5-IV e-Intravenous 5+
6-ENT f-occupational therapy 6+
7-NPO g-cardiopulmonary resuscitation 7+
8-OT h-intensive care unit 8+
9-ECG i-medical prescription 9+

Examples of medical abbreviations

T: Temperature HR:Heart Rate

BP: Blood Pressure c/o: complain of= suffer from
SOB: Shortness of breath (dyspnea) XR: X-Rays
WNL: Within normal limits o/e: On examination
Dx: Diagnosis HTN: Hypertension
Rx: Medical prescription wt: Weight
N/V: nausea and vomiting CT: Computed Tomography
VSS: Vital signs are stable BMI: Body mass index
SWO: Stomach washout OR: operating room
PV: through vagina PR: through the rectum
NAD: Nothing abnormal detected ECG: Electrocardiogram
pt: Patient stat: immediately
OD: Overdose FH: family history
SH: social history CXR: chest x-ray
PH: past history ASAP: as soon as possible
MI: Myocardial infraction nil: nothing
ICU: Intensive care unit

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Lesson 4: Describing frequency

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Medical Abbreviations (medication dosage)
a.c: Before meals p.c: After meals
b.i.d: Twice per day t.i.d: Three times per day
q.d: Every day q.o.d: Every other day
q.i.d: Four times a day q.h: Every hour
q.2.h: Every two hours q.3.h: Every three hours
q.4.h: Every four hours q.AM: Each morning
q.PM: Each evening P.R.N: As needed
caps: Capsules tab: tablets
p.o: Orally pil: pills
☺ Interactive activity:

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Lesson 5: Opposites

☼ Warm-up activity:
*Think in pairs and look for 10 words with their antonyms (≠)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

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Lesson 6: Administering Medication

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4-Fill in the blanks with the correct words and phrases from the word bank

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Lesson 7: Physical and mental examinations

☼ Physical Examination

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Verbs used in instructions

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*Language Focus:

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 *Example: A nurse’s instructions about checking vital signs

*Exercises
1) Guess!

……………. ………….. …………….

2) Mr. Jameson was examined by a neurologist. Look at the drawings below and
predict the
order in which the patient was examined by the doctor

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 3) Organize the paragraph using the phrases below:

Good morning Mr Maxwell, all right? Now, (1) ……..? Well, (2) ………. Put a litlle needle into
your spine and take some fluid off your back to find out what’s giving you these headaches. You
might feel (3) ……….. but it won’t (4) ………. When it’s (5) ……., we’ll ask you to lie still for
a few hours. Now Mr Maxwell, (6) …….. roll onto your left side? I want you to curl up into a
little ball. So could you bend your knees up and tuck your head in for me. That’s fine, lovely,
Ok. now (7) ……… swab down your back with some antiseptic, all right? It’ll be a bit cold. Are
you (8) ………? Now I’m going to give you a local anesthetic so it won’t be sore. You’ll feel
just a slight jab. Ok, scratch coming now. There. We’ll wait for a few minutes for that
effect.Right now, lie still,that’s verry important. Now (9)…… me pressing down as Iput the
needle in.you’re doing (10)……… OK.that’s it. All (11)……..

a- I’m going to b- over c- what we do is d- very well

e- could you just f- do you know what we are going to do g- you’ll feel
h- ready i- take very long j- a little bit of discomfort k- over

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Lesson 8: Word formation: Nouns

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☼ Mental Examination

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Check up: Could you guess first the names of these people and second their mental illness?

Post Traumatic stress disorder (PTSD) - Obsessive-Compulsive Disorder (OCD) – Bulimia

Nervosa – Depression – Postpartum depression

…………………………. …………………….. ……………………. ……………………….

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Lesson 9: Blood

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 Blood donation

Reading : Vocabulary :

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 Appendix
Lesson 4 page 7

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 Listening 1 page 19 Listening 1 page 21

Solving the crime page 22

In this mystery, the investigator was able to identify the sickle used in the murder because of a
simple scientific principle: rusting (corrosion)

When the investigator laid out all the sickles in the sun, he was essentially providing an
opportunity for any remaining moisture on the sickles to evaporate. The specific sickle used in the
murder would likely have had blood on it, and when the blood dried, it would have left behind
tiny traces of iron. Over time, these traces of iron would have started to rust when exposed to the
air and sunlight. As the sun shone on the sickles, the one used in the murder would have begun to
rust more quickly than the others due to the presence of the dried blood, which contains iron. This
accelerated rusting would have made the murder weapon stand out from the rest, allowing the
investigator to identify it as the sickle used in the crime. So, by using the natural process of
rusting, the investigator could determine which sickle had been involved in the murder, even
though all the sickles initially appeared clean.

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