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OXFORD ENGLISH FOR CAREERS Tony Grice and Antoinette Meehan Teacher's Resource Book Introduction pa Background, teaching notes, tips, and additional activities The hospital team p.6 In and around the hospital p.10 Hospital admissions p.14 Accidents and emergencies p.18 Pain p.22 Symptoms p.26 Caring forthe elderly p.30 eNaunaeune Nutrition and obesity p.34 Grammar tests and commu Instructions for communication acti Grammar tests key p.69 The hospital team p.74 In and around the hospital p.76 Hospital admissions p.78 1 2 3 4 Accidents and emergencies p.80 5 Pain ps2 6 Symptoms p.s4 7 Caring for the elderly p.86 8 Nutrition and obesity p.s8 9 Blood p.38 10 Death and dying p.42 11 Hygiene p.s6 12 Mental health nursing p.50 13 Monitoring the patient p.54 14 Medication p.58 15 Alternative treatments p.62 9 Blood p.so 10 Death and dying p.92 11 Hygiene psa 12 Mental health nursing p.96 13 Monitoring the patient p.98 14 Medication p.100 15 Alternative treatments p.102 4 Introduction Scrub up This is designed as a warm up activity to the unit. It usually consists ofa number of pictures, and often introduces key vocabulary or concepts.It should be used toget students to focus on the topic It’s my job ‘These occur tegulaly, and areall based on authentic interviews and sources. They are designed tobe of interest tothe students as they stand with only minimal tasks students will read about a variety of young people indifferent nursingenvironments and gain insight into the sills required. General focus questions for ‘ts my job are: What do you think his /her job involves? What skills and experience does he /she need? Would you like todo it? Asanongoing project,encourage the class to build upa portfolio of other It’s my job features. Forexample, if students have contact with someone whois fully qualified and works in nursing, they can write their own Tt’s my job’ article or interview, with photos Patient care Increasingly in nursing. it is not enough tohave technical skills, qualifications, and knowledge of the field. Nurses ust also be skilled communicators ~ not only with fellow care professionals, but with patients and theit family and friends -often about difficult or sensitive matters, They also need to be able to convey instructions to patients in a sympathetic but clear way, which can be extremely demanding The Patent care feature gives students practice in these important ‘soft skills’ Body bits This encourages students to focus on a particular part or parts of the body, and extends their repertoire of vocabulary for talking about the body and its functions. Signs and symptoms This fecuses on common diseases and conditions that are relevant tothe particular unit. providing students with the vocabulary for describing common signs and symptoms of illness Top margin Thistop part of the pageontains facts, statistics quotes, These are optional extras and can be used toadd variety arid interest to your tessons,or provide additional material for strony students who are'fast finishers: Way of exploitation include asking whether your students ar surprised by the fac atistics,o1 whether they agree, disagree, orcan identify with the quote “There arc also definitions fo difficult words or pha which are important to understand a text which appests onthe same page. (Words or phiascsinthe text are highlightedin bold) Vocabulary Students mect a large amount of vorabulary during thi course Its important to encourage good learning skills from the start, forexample organizing vocabulary into word sets and word groups rather than simple alphabetical lists lerstanding the rontext of voeabulary and whether it isa key word needed for produc ion or for comprehension, ncjation ora word or checking and leaning the pror hus Language spot This focuses on the grammar that Is genrrated by the topic of the unit and concentrates on its practical application, If your students need revision after completing.the Language spot. direct them tothe Grammar reference which provides ahhandy check There is also one photocopiable Gra unit in this Teacher's Resource Book Listening, Reading, Speaking, Writing ‘These activities give realisticand communicative practic of languageskills needed in nursing In the listening activities students are exposed to situations related to nursing, including dialogues, ‘emergencies, and interviews. They also heara vaniety of English accents, both native-speaker and non-native speaker