(Luận văn thạc sĩ) designing an ESP syllabus for the second year nursing students at tuyen quang medical vocational school

2 VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** TỐNG THỊ THANH HƯỜNG DESIGNING AN ESP SYLLABUS FOR THE SECOND-YEAR NURSING STUDENTS AT TUYEN QUANG MEDICAL VOCATIONAL SCHOOL THIẾT KẾ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH CHO HỌC SINH NGÀNH Y TÁ, ĐIỀU DƯỠNG NĂM THỨ HAI TRƯỜNG TRUNG CẤP Y TẾ TUYÊN QUANG M.A MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 SUPERVISOR: NGUYỄN THỤY PHƯƠNG LAN, M.A HANOI, 2011 TABLE OF CONTENTS Declaration…………………………………………….………….… ………………………… i Acknowledgments………………………………………………………….…………………… ii Abstract………………………………… ……………………………….……………………… iii Table of contents……………………… …………………………………….………………… iv List of abbreviations……………………….……………………………….………………… vii List of tables and figures ………………………………………………….… ……………… viii PART A: INTRODUCTION………… ….……………………….……….…… … 1 Rationale ……………………………… ….……………………… ………… Aim of the study……………………… …….………………………………… Scope of the study ………………………… ………… ……… …………… Methods of the study……………………………… ….… …….… ………… Significance of the study………………………… ……….……… ………… Design of the study ……………………………… .………………………… 3 PART B: DEVELOPMENT………… ….……………… ….…………………… CHAPTER LITERATURE REVIEW……………………….……………………… 1.1 An overview of ESP……………………………………….……………… …… 1.1.1 Definitions of ESP…………………………………………………… …… 1.1.2 Types of ESP……………………………………………………….… …… 1.1.3 ESP teacher’s role in course design ………………… ….…………… …… 1.2 Current views on ESP syllabus design………………….………… .…… 1.2.1 Definitions of syllabus……………………………………… …….….…… 1.2.2 Approaches to ESP syllabus design…………………………… … ……… 1.2.2.1 A language-centered approach…………………………… …… …… 1.2.2.2 A skill-centered approach………………………………… ….… …… 10 1.2.2.3 A learning-centered approach……………………………… … …… 10 1.2.3 Types of syllabus………………………………………………….…….… … 10 1.2.3.1 Content – based syllabus………………………………… … ……… 11 1.2.3.2 Skill – based syllabus………………………….………… …………… 12 1.2.3.3 Method – based syllabus……………………………….…… ………… 12 1.2.4 Steps to syllabus design……………………… ……… …………………… 14 1.2.4.1 Needs analysis in syllabus design…………………………….………… 14 1.2.4.2 Goals and Objectives of the syllabus……………………… ………… 15 1.2.4.3 Selection of content………… …………………………….…………… 16 1.2.4.4 Syllabus organization…………………………….……………… …… 17 1.3 Summary………………………………………………………………………… 18 CHAPTER NEEDS ANALYSIS AT TUYEN QUANG MEDICAL VOCATIONAL SCHOOL………… ….…….……………………………….……… 19 2.1 The ESP teaching and learning situation at Tuyen Quang Medical Vocational School………… ….……………… …………………………………… 19 2.1.1 The teaching staff…………………… ……………… …………………… 20 2.1.2 The students…………………………………………… …………………… 20 2.1.3 The materials…………………………………………….… ……………… 21 2.2 The study………… ….……………… ……………… …….………………… 22 2.2.1 The subjects…………………………………… ……… ………………… 22 2.2.2 Instruments for collecting data…………………………….………………… 22 2.2.3 Data analysis and major findings……………………… …………………… 23 2.2.3.1 Data from Questionnaires……………………… … ………… 23 2.2.3.1.1 Course objectives……….…………… … … ….………… 23 2.2.3.1.2 Main tasks for a nurse…………………….…… … ……………… 26 2.2.3.1.3 Skills for a nurse to fill the main tasks………… ………………… 29 2.2.3.1.4 Language skills and learning activities………… … ……… …… 30 2.2.3.2 Data from Interviews………………………… … ………………… 33 2.2.3.2.1 Language skills and learning activities ………….….….…………… 33 2.2.3.2.2 Time allotment for the ENP course…… …… …… ….………… 34 2.2.3.3 Major findings……………………….… …………… … ………… 34 36 CHAPTER DESIGNING AN ESP SYLLABUS FOR THE SECOND-YEAR NURSING STUDENTS AT TUYEN QUANG MEDICAL VOCATIONAL SCHOOL 36 3.1 Aims and Objectives of the syllabus……………………… …….…………… 36 3.2 Content specification……………………… ………… ……….…… …… … 37 3.2.1 Topics in the syllabus……………………… ………….…………………… 37 3.2.2 Language skills and learning tasks………………….……… …… … …… 38 3.2.3 Functions in the syllabus……………………………… …………………… 38 3.3 Timing of the syllabus ……………………… …………… …………….…… 38 3.4 Syllabus organization……………………… …………………….………… … 3.5 The proposed ESP syllabus for the 2nd year nursing students at Tuyen 39 Quang Medical Vocational School……………………… ………………………… 39 3.6 Summary……………………… ……………………………… ……………… PART C: CONCLUSION…………………….… ……………………………… … 40 Summary of the study ……………………………… ………………………… 40 Limitation and suggestion for further study…….……………………… …… REFERENCES APPENDICES A SAMPLE UNIT 41 LIST OF ABBREVIATIONS TQMVS Tuyen Quang Medical Vocational School GE General English ESP English for specific purposes ENP English for nursing purposes EAP English for Academic Purposes EOP English for Occupational Purposes MOET Vietnam Ministry of Education and Training 10 LIST OF TABLES AND FIGURES Figure 1.1: ESP classification by professional area Table 2.1: The students’ & graduates’ ranking the course objectives in order of 25 importance Table 2.2: The students’ (S), graduates’ (G) and subject teachers’ (T) ranking 28 the necessity of nursing tasks Figure 2.1: Subject teachers’ perception of the necessity of skills for a nurse 29 Figure 2.2: Students’ wants of language skills for the course 30 Figure 2.3: Student’ ranking of the importance of language skills 31 Table 2.3: Students’ wants of learning activities or tasks 32 11 PART A: INTRODUCTION Rationale Teaching English for Specific Purposes (ESP) has developed rapidly since the development of the globalization People with good English proficiency are extensively needed in many areas, such as, tourism, economics, nursing, banking, etc In Vietnam, ESP teaching and learning are getting more and more attention in order to provide students the best preparation for their future career to meet the growing demand for professional communication ESP is a compulsory subject in the teaching curriculum for students at Tuyen Quang Medical Vocational School (TQMVS) and it has been taught there for a few years However, the ESP teaching and learning at TQMVS has experienced a number of difficulties such as lack of materials, inappropriate contents, lack of experienced ESP teachers and so on Among these, the lack of an appropriate ESP course book for the nursing students seems to be most urgent because the current course book, a teacher selfmade material without surveying or analyzing students‟ needs has revealed unsuitable to its learners Moreover, English for Nursing Purpose (ENP) materials are either not very available in Vietnam or too difficult for my students to learn due to their low English proficiency To enhance the quality of ESP teaching and learning to meet the demands of students in the globalization of trade and economy, it is necessary to carefully consider ESP materials as well as teachers‟ methodologies, facilities for teaching, teachers‟ and students‟ difficulties in ESP teaching and learning Indeed, “materials are significant in the ESP context” because they are used “as a source of language, as a learning support, for motivation and stimulation, and for reference” (Dudley-Evans and Jo St John, 1998:170) Therefore, priority must be given to developing materials 12 Furthermore, it is suggested that “teaching materials should have relevance to the learning goals and be of appropriate difficulty level to the students concerned, a variety of learning tasks should be presented properly with realistic goals and effective strategies in reaching those goals” (Ames, 1992; Dornyei & Csizer, 1998, McMillan & Forsyth, 1991, cited in Wang, 2007: 3) As such, the design of a suitable material or course book which meets learners‟ specific learning objectives, level of proficiency, needs, wants and lacks plays a very crucial role in the success of an English course Because of the above reasons, I choose “Designing an ESP Syllabus for the Second-year nursing Students at Tuyen Quang Medical Vocational School” as the theme of my minor thesis It is hoped that the study can be the point of departure in solving one of the problems facing ESP teachers at TQMVS, be beneficial to both the ESP teachers and the students at TQMVS, and make contribution to the growing understanding of ESP teaching which is very important to the nursing students Aim & Objectives of the study The study aims at designing an appropriate ESP syllabus for the nd year nursing students at TQMVS To achieve this aim, the following objectives are set to be obtained: (1) To identify the nd year nursing students‟ needs as perceived by ESP teachers, ESP students, subject teachers and graduates (2) To propose an appropriate ESP syllabus for the target students based on the relevant theories and the Needs Analysis To achieve the aim & objectives, the following research questions are to be answered: 1) What are the students‟ needs as perceived by the ESP teachers, ESP students, subject teachers and graduates? 2) What should be included in the ESP syllabus for the 2nd year nursing students at TQMVS as perceived by the ESP teachers, ESP students, subject teachers and graduates? 13 Scope of the study The study limits itself to design an ESP syllabus of elementary level in English for the 2nd year nursing students at TQMVS The author of the study is concerned with the 2nd year nursing students who are being trained to reach the intermediate level in nursing, subject teachers, teachers of ESP and graduate students at TQMVS Other approaches to syllabus design intended for students and other subjects at any other levels of English language proficiency would be beyond the scope Methods of the study A survey approach was conducted for this research with questionnaires and interviews Three questionnaires were administered to the targeted students, graduate students and subject teachers The questionnaires aims at exploring the students‟ needs and expectations of the ESP course; particularly identifying useful topics for the syllabus, appropriate language skills and learning activities for the course; and finding out the required ESP for TQMVS graduates in their future workplace Interviews were also conducted to elicit appropriate language skills, learning tasks and activities for the course from ESP teachers Additionally, informal interviews with the students, the subject teachers and the graduates were also touched on in order to clarify and supplement information collected from survey questionnaires In this study, therefore, both quantitative and qualitative methods were employed Significance of the study The study is hoped to be beneficial to both the ESP teachers and the nursing students at TQMVS in several ways First, it increases the knowledge and understanding of individual English teachers regarding the importance of ESP syllabus design Second, it sets up an ESP syllabus that is urgently necessary for the nd year nursing students at TQMVS Third, it helps the teachers understand the students‟ needs, interests in ESP learning and, therefore, can adjust their ways of teaching the ESP subject and provide their students opportunities to learn 14 Design of the study The study consists of three parts:  Part A (Introduction) presents the rationale, the aim, the scope, the method, the significance, and the design of the study  Part B (Development) consists of three chapters: - Chapter reviews the related theoretical background such as definitions of ESP and syllabus, approaches to ESP syllabus design and types of syllabus - Chapter describes current ESP teaching and learning situation at TQMVS, data collection instruments and analysis of the results - Chapter proposes an ESP syllabus for the 2nd year nursing students at TQMVS  Part C (Conclusion) gives some conclusions on the research and makes suggestions for further study III APPENDIX QUESTIONNAIRE 2: FOR GRADUATE STUDENTS (PHIẾU HỎI Ý KIẾN HỌC SINH TỐT NGHIỆP) Phiếu điều tra nhằm lấy ý kiến sinh viên tốt nghiệp làm trường Trung cấp Y Tế Tuyên Quang để xây dựng chương trình Tiếng Anh chuyên ngành Y tá điều dưỡng phù hợp với mục đích đào tạo trường đáp ứng yêu cầu sinh viên Ý kiến đóng góp bạn có giá trị nghiên cứu Xin chân thành cảm ơn bạn! 1/ Mục tiêu khóa học Mơn học Tiếng Anh chun ngành Y tá điều dưỡng có quan trọng với bạn khơng? Khơng Có, quan trọng Có, quan trọng Có, quan trọng Theo bạn, học sinh nên học môn học Tiếng Anh chuyên ngành Y tá điều dưỡng để có thể: (Sắp xếp mức độ mục tiêu đây, Đánh số cho mục tiêu quan trọng nhất) □ Để xây dựng vốn từ tiếng Anh chuyên ngành Y khoa điều dưỡng □ Để có hiểu biết sâu lĩnh vực chuyên ngành Điều dưỡng □ Để đọc hiểu tài liệu tiếng Anh ngành Y □ Giao tiếp tiếng Anh với bác sỹ bệnh nhân phòng bệnh □ Dịch sách, tài liệu Y học viết Tiếng Anh sang tiếng Việt ngược lại □ Củng cố ngữ pháp tiếng Anh dùng ngữ cảnh y học □ Viết dẫn, tài liệu bệnh viện □ Mục tiêu khác (xin ghi rõ)………………………………………………………… 2/ Nhiệm vụ y tá điều dưỡng nên đưa vào khóa học tiếng Anh chuyên ngành Trong nhiệm vụ y tá điều dưỡng phải làm sau đây, theo bạn nhiệm vụ nên đưa vào chương trình Tiếng Anh chuyên ngành Y tá Điều dưỡng (Đánh  vào thích hợp cho ý kiến) Nhiệm vụ Rất cần Cần Khá cần Không thiết thiết thiết cần thiết Giới thiệu, giải thích sơ lược với bệnh nhân nhập viện Lấy mẫu xét nghiệm Thu thập thông tin Cấp thuốc Chăm sóc bệnh nhân trước sau ca mổ Chăm sóc bệnh nhân cao tuổi Trấn an bệnh nhân nặng Chăm sóc bệnh nhân nhi khoa Chăm sóc bệnh nhân đau nhức 10 Chăm sóc sản phụ 11 Tư vấn chế độ dinh dưỡng thích hợp cho bệnh nhân 12 Đưa dẫn cho bệnh nhân xuất viện 13 Nhiệm vụ khác (ghi rõ)…… ………… Cảm ơn giúp đỡ bạn! IV APPENDIX QUESTIONNAIRE 3: FOR SUBJECT TEACHERS (PHIẾU HỎI Ý KIẾN GIÁO VIÊN CHUYÊN MÔN) Phiếu điều tra nhằm thu thập ý kiến giáo viên chuyên môn trường Trung cấp Y Tế Tuyên Quang để xây dựng chương trình Tiếng Anh chuyên ngành Y tá điều dưỡng phù hợp với mục đích đào tạo trường đáp ứng yêu cầu sinh viên Ý kiến đóng góp bạn có giá trị nghiên cứu Hãy trả lời đầy đủ câu hỏi cách trung thực cách đánh vào ô trống thích hợp và/ điền vào chỗ trống Xin chân thành cảm ơn bạn! 1/ Nhiệm vụ y tá điều dưỡng nên đưa vào khóa học tiếng Anh chuyên ngành Trong nhiệm vụ y tá điều dưỡng phải làm sau đây, theo bạn nhiệm vụ nên đưa vào chương trình Tiếng Anh chuyên ngành Y tá Điều dưỡng (Đánh  vào thích hợp cho ý kiến) Nhiệm vụ Giới thiệu, giải thích sơ lược với bệnh nhân nhập viện Lấy mẫu xét nghiệm Thu thập thông tin Cấp thuốc Chăm sóc bệnh nhân trước sau ca mổ Chăm sóc bệnh nhân cao tuổi Trấn an bệnh nhân nặng Chăm sóc bệnh nhân nhi khoa Chăm sóc bệnh nhân đau nhức 10 Chăm sóc sản phụ 11 Tư vấn chế độ dinh dưỡng thích hợp cho bệnh nhân 12 Đưa dẫn cho bệnh nhân xuất viện 13 Nhiệm vụ khác (ghi rõ) ……… Rất cần thiết Cần thiết Khá cần thiết Không cần thiết V Kỹ chủ yếu y tá điều dưỡng cần có nên đưa vào chương trình Tiếng Anh Theo bạn kỹ y tá điều dưỡng cần có để làm nhiệm vụ họ nên đưa vào chương trình Tiếng Anh chuyên ngành (Đánh  vào thích hợp cho ý kiến) Kỹ Rất cần thiết Cần thiết Giới thiệu thân Tả phịng, buồng bệnh Giải thích Đưa dẫn Động viên bệnh nhân Giao tiếp với bệnh nhân khai thác bệnh sử Giao tiếp với bệnh nhân làm thủ thuật: tiêm, truyền, cho bệnh nhân uống thuốc, lấy máu xét nghiệm… Hỏi làm rõ thông tin Đọc đơn thuốc, kiểm tra cấp thuốc Viết hồ sơ bệnh án Ghi vào bảng đo huyết áp, mạch bệnh nhân Đánh giá tình trạng bệnh nhân Kỹ khác (ghi rõ)…….…… Cảm ơn giúp đỡ bạn! Khá cần thiết Không cần thiết VI APPENDIX SEMI- STRUCTURED INTERVIEW QUESTIONS FOR TEACHERS OF ESP The purpose of this interview is to collect ideas from the teachers of ESP at Tuyen Quang Medical Vocational School to help in doing a research on designing an ESP syllabus for the second-year nursing students at our school You are among the people who are directly involved in and influence the process of ESP teaching/ learning at our school, your opinion is highly appreciated INTERVIEW GUIDED QUESTIONS * Language skills and learning activities Question 1: Should nursing students be trained with all the four language skills in the ESP course? Why? Question 2: Which language skill you think is the most important for your students in their future job? Question 3: What learning activities & exercises you recommend to be included in an ESP syllabus for nursing students at TQMVS? * Time allotment for the course Question 4: How should the time of the ESP course for nursing students be appropriately allocated according to you? Thanks for your time and assistance! VII APPENDIX INTERVIEW TRANSCRIPTS ( I: Interviewer T: Teacher of ESP ) I: Should nursing students be trained with all the four language skills in the ESP course? Why? T1: Yes The course should contain all the four language skills: Listening, Speaking, Reading and Writing Because it is really boring if we repeat our lessons with only reading skill and this may be suitable to our students‟ different English needs T2: Yes, I think so Students should be trained with the four language skills in the ESP course The reason is that lessons with different skills will be more interesting T3: I think the four language skills should be included in the course But the most important skills for the students should be centered on I: Which language skill you think is the most important for your students in their future job? T1: Both speaking skill and reading skill Indeed speaking is important nowsaday and reading medical books helps nurses to widen their specific knowledge T2: I think speaking skill is the most important for the students in their future job T3: Of course speaking skill Reading skill is also the most important for nurses because they should read medical books to know more about the medical and nursing field and be better at their job I: What learning activities & exercises you recommend to be included in an ESP syllabus for nursing students at TQMVS? T1: Learning exercises and activities should be difficult enough to the students‟ English level You can think of „Matching pictures with words/phrases‟, „Role-plays‟, „Pair work‟, „Answering multiple-choice questions‟, „Answering comprehension questions‟ You can think of teaching in the light of CLT (Communicative language teaching) T2: Learning tasks should be not too difficult or too easy with the students If they are too difficult, the students will not be able to complete them and vice versa For example, „Pair work‟, „Role-plays‟, „Choosing True/ False statements‟, „Gap filling‟, „Answering comprehension questions‟, „Answering multiple-choice questions‟ VIII T3: Suitable exercises and learning tasks should be included in the syllabus For example, „Matching pictures with words/phrases‟, „Role-plays‟, „Pair work‟, „Answering multiplechoice questions‟ I: How should the time of the ESP course for nursing students be appropriately allocated according to you? (About numbers of class hours & its frequency per week) T1: I think 50 class hours is suitable for the course, not too long or too short The matter is, in my opinion, we should design a course within that time allotment About the frequency of the course per week, ESP should be taught days per week and each day should have only periods T2: We have 90 class hours for the whole English course of ESP and GE, don‟t we? Why don‟t we think over it? Though the time frame mandated for the whole English course by the MOET is unchangeable, the time for ENP and GE can be changed within this time frame I prefer 90 periods for ENP only because ESP is more important to our students‟ future work than GE Regarding the allocation of time per week, I favour periods of ESP each day and days each week T3: The time of 50 periods is appropriate And the course should be allocated days per week and two periods per day IX APPENDIX A sample unit       UNIT 1: Admitting patients Welcoming a patient on admission Describing the hospital admissions procedure Describing hospital ward/rooms Taking a patient history Filling in a patient record form Writing a summary of a patient STARTER ► Work in pairs These patients have arrived in hospital and are waiting in reception Discuss why you think each one is there A THE ADMISSIONS PROCEDURE Put the following sentences in the appropriate order of admission Take a seat in the waiting room A doctor will see you A patient with a life-threatening condition will see a doctor immediately A nurse will get personal details from you and fill in a hospital registration form The doctor will decide on the treatment The first nurse you meet will make an initial assessment of your problem and decide your turn Have you ever been admitted to hospital? Describe exactly what happened in your last hospital admission I took a seat in the waiting room and B READING AND SPEAKING It’s my job, a hospital receptionist My name‟s Carmen Dornan I‟m a hospital receptionist If you need to find somebody or if you need to know anything about the hospital - ask me If you need to speak to a surgeon ask me I often meet people when they are frightened, angry, or drunk, so it‟s important to be diplomatic and strong I often need to reassure people, so it‟s important to be calm X My normal work is to greet and assist patients when they arrive, make appointments for patients, record patients‟ information, and organize and file patient records I also keep the accounts You need to be very organized to this job Of course, I have to operate a computer, a fax machine, and other office equipment, but I also have to know first aids, and understand medical terminology and abbreviations My big problems are with the handwriting of medical staff It wastes a lot of time when I don‟t understand reports and forms because of handwriting or abbreviations I believe that without me and the other receptionists the whole hospital would come to stop Task (Pre-reading): Look at the photo, what you think her job is and what exactly she often does in her job? Match a line in A with a line in B A B a surgeon diplomatic reassure a doctor medical words be good at dealing with people in difficult situations / tactful medical terminology to say or something that makes somebody less worried Task (While-reading): Read the text and Answer the following questions a What‟s her name? b What is Carmen‟s normal work? c Does she have to use a computer, know first aids, and understand medical terminology and abbreviations? d When can you ask her for help? e What is Carmen‟s biggest problem in her job? Task (Post-reading): In pairs, discuss with your friend: - What qualities should a hospital receptionist have? - Why “diplomatic and strong” and “organized” are important to a hospital receptionist? C LISTENING Patient Record Find words and abbreviations in the patient record below with these meanings job bad reactions, for example to certain medications Occupation closet relative date of birth family doctor XI in each (day, week, etc.) male/ female married/ single/ divorced/ widowed not applicable (= not a question for this patient) 10 number 11 past illnesses and injuries 12 the amount of something you eat/drink regularly 1.1 Listen to a nurse get personal details from a patient As you listen, complete the form PATIENT RECORD Surname First name Gender DOB Occupation Marital status Next of kin Contact no Smoking intake Alcohol intake Reason for admission Family history Medical history Allergies GP Gardy Jim M F 2.3.50 retired widowed son 07765432178 n/a 30 units per week snake bite High blood pressure none Dr Parkinson, Central Surgery PATIENT RECORD Surname First name Gender DOB Occupation Marital status Next of kin Contact no Smoking intake Alcohol intake Reason for admission Family history Medical history Allergies GP M F Listen again and complete these questions that the nurse asks What _to you? What‟s date of birth? Where you born? you married? you smoke? How many you smoke a _? Are _ allergic to anything? Do any of your family suffer from any of the following…? GRAMMAR SPOT Present simple: I smoke cigarettes a day Do you smoke? Past simple: I slipped and fell off the ladder Did you hit your head? XII D SPEAKING Welcoming a patient on admission In groups of three, discuss which of the following things a nurse does when a patient arrives in hospital  Shows the patient around the ward  Gets the patient lunch  Checks the patient‟s details  Gets the patients a cup of tea  Shows the patients how to use the nurse call  Helps the patient change into pyjamas  Takes the patient‟s Observations Read and match the questions (1-7) to the answers (a-g) Can you tell me your full name, please? Can you tell me why you‟re here today? a Not that I know of b No, I‟m very lucky I never have c It‟s my son, Jeremy Chad Have you had any serious illnesses in the past? Have you ever had any operations? Now, are you taking any medications at the moment? Do you have any allergies to any medications? d Yes, I had a mild heart attack last year e Well, I‟ve got high blood pressure, and I‟m here for some tests f Yes, my doctor put me on some blood pressure tablets after my heart attack g Yes it‟s Mary Chad Can you tell me the name of your next of skin? 1.2 Listen and check your answers Role-play: Student A-you are the nurse Student B, the patient Ask and answer questions to complete the patient record below The questions from D.2, C.3 and the following information can help you Can you tell me your full name, please? - I‟m here for a chest X-ray./ I‟m here because I fell of a ladder when I was working on it Yes My full name is … - I had my appendix out when I was fourteen./ I had pneumonia two years ago PATIENT RECORD - I take aspirin every day for my arthritis Surname First name - I‟m allergic to nuts GRAMMAR SPOT Past simple vs Past continuous: I fell off a ladder when I was working on it She cut her finger when she was preparing food Gender DOB Occupation Marital status Next of kin Contact no Reason for admission Family history Medical history Allergies M F xiii E SPEAKING A ward nurse Match these words with things in the pictures, then speak in pairs E.g: hospital bed call button I.V (intravenous) bed control bed pan hospital bed bed table hospital gown medical chart This is your hospital bed I see This is your ……… 1.3 Read or Listen and complete the following extracts from the conversation between Stephen, the Ward Nurse and Mr Connolly, a patient, using words in the box another Nurse: Mr Connolly: Nurse: Mr Connolly: Nurse: Nurse: is I‟m to bathroom change Are Hello (1) _ you Mr Connolly? Yes (2) _ Stephen, your nurse today How you do, Mr Stephen I will take you (3) your bed Will you come this way? *** Here (4) your bed The call button is here Please press the button if you want a nurse‟s help Mr Connolly: Thank you *** Nurse: This is the (5) You may use it from in the morning until in the evening Here on your right is a toilet If this is occupied, there is (6) _ one over there Mr Connolly: I see *** xiv Nurse: Will you (7) _ into your nightgown or pajamas? Your doctor will come to visit you soon I will come back in a few minutes Mr Connolly: Yes In pairs, practice welcoming a patient on admission Student A, you are the nurse; Student B, you are the patient Use the following prompts to help you Swap roles and practice again Nurse Patient Check patient‟s name ► Say name Introduce yourself ► Reply Explain nurse call ► Reply Say where bathroom is ► Reply Ask if patient has any questions ► Reply Say you will see patient later ► Reply Hello Are you Mrs Wood? Yes I‟m………, your nurse today F READING AND WRITING Patient summary Read this summary about Jim Grady, the patient on the form in C Patient Record Find and underline three mistakes in it then correct them Jim Grady was admitted with a snake bite Mr Grady was born in 1950 He is widowed, and works as a painter His next of kin is his son, Peter He can be contacted on 07765 432178 Mr Grady drink 30 units of alcohol per week He is not allergic to anything There is a medical history of diabetes on his father’s side PATIENT RECORD Write a similar summary about Sarah Behr using the information on the patient record below Sarah Behr was admitted with…… She was born… … Surname First name Gender DOB Occupation Marital status Next of kin Contact no Smoking intake Alcohol intake Reason for admission Family history Allergies Behr Sarah M F / / 84 teacher married father Ian 01792793456 n/a 10 units per week suspected fractured arm heart disease (father’s side) nuts xv G VOCABULARY AND PRONUNCIATION Work in pairs Put the word below into one of the three columns according to the sound of the underlined vowel /ə/ / ɜː / / eə / care account nurse 1.4 concussion where allergic gender care surgeon hurt hair air admitted Listen to the words and repeat them Put a suitable word from G.1 into each gap in these sentences I like cats but unfortunately I‟m to them Last month my mother was _ to hospital because of heart problems My best friend _ his foot when he was playing football A _ looks after people in hospital She was admitted with possible after falling off her bike and hit her head on the road * Listening scripts (Unit 1) 1.1 M=Mustapha, N= Nurse N: Musttapha, isn‟t it? M: Yes, that‟s right N: So what happened to you? M: I was working on a ladder It was raining N: what‟s your occupation? M: I‟m a painter N: Right What‟s your date of birth? M: first of the ninth, eighty-two N: One, nine, eighty-two and I slipped and fell N: Did you hit your head? M: Karachi, Pakistan N: What‟s your marital status? M: Yes I saw stars and felt sick at first But now it‟s OK M: Sorry? N: Are you married? N: I see You may have concussion First, I‟ll take down your details and fill in this form So, what‟s your name? M: It‟s Hussein N: Can you spell that for me? M: H-U-double S-E-I-N M: No, I‟m single N: And you have a contact telephone number of you next of kin? M: 07709401129- it‟s my brother, Ysuf N: Do you smoke? M: Yes xvi N: How many you smoke a day? M: Twenty a day N: Uh huh Do you drink? N: Diabetes? M: My mother‟s parents are both diabetic N: Materal grandparents…diabetes M: No N: Right Are you allergic to anything? Tuberculosis? M: No M: No N: Now, family history Does any of your N: HIV/ AIDS? M: No close family suffer from any of the following- mental illness? M: No 1.2 (see D.2 ) 1.3 N=nurse, C= Connolly N: Hello Are you Mr Connolly? C: Yes N: I‟m Stephen, your nurse today C: How you do, Mr Stephen N: I will take you to your bed Will you come this way? *** N: Here is your bed The call button is here Please press the button if you want a nurse‟s help C: Thank you *** N: This is the bathroom You may use it from in the morning until in the evening Here on your right is a toilet If this is occupied, there is another one over there C: I see *** N: Will you change into your nightgown or pajamas? Your doctor will come to visit you soon I will come back in a few minutes C: Yes 1.4 (see G.1) ... nursing students at TQMVS in the next chapter 46 CHAPTER DESIGNING AN ESP SYLLABUS FOR THE SECOND- YEAR NURSING STUDENTS AT TUYEN QUANG MEDICAL VOCATIONAL SCHOOL In this chapter, based on the theoretical... chapter and the analysis of the students' needs in the chapter 2, aims and objectives of the syllabus for the 2nd year nursing students at TQMVS, the content, the time schedule and the syllabus organization... provide more reading and speaking practice for students 49 3.5 The proposed ESP syllabus for the 2nd year nursing students at Tuyen Quang Medical Vocational School From analysis of the survey results