OXFORD ENGLISH FOR CAREERS
Tony Grice and Antoinette Meehan
Teacher's Resource BookIntroduction 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.1024 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