2 - XTEC
[pic]
UNIT 1
CONTINGUT:
Unit 1.-Arrival at hospital:
1.1.-Introduction
1.1.1.-Health and illness
1.1.2.-Parts of the body
1.1.3.-Functions of the body
1.2.-Hospitals
1.2.1.-Introduction to a hospital
1.3.-Patient admission
|DAY |ACTIVITIES |MATERIAL |
|1 |INTRODUCTION: | |
| |1.1.1.-Health and illness: |See patterns and exercises. |
| |Asking about health (15 min) | |
| | |List of words about health, |
| |Introducing medical words oneself orally and completing table exercises (10 min.) |sickness. |
| | | |
| |Learning words of different parts of the body to describe patients’ problems and pains. Listening about|Videos |
| |parts of the body (15 min.) |. |
| | | |
| |Writing and reading about parts of the body and anatomical names. (20 min.) | |
| | | |
|2 |1.1.2.-Parts of the body |Human body maqueta. |
| |Speaking. Review.(10 min.): : |Text about abdomen |
| |In pairs, practice using these patterns: |Information about functions or |
| |“I’m having trouble with my … |the body. |
| |“Do you get any pain in the/your Chest/stomach/back? | |
| | | |
| |Learn the most important organs and human systems. (25 min) Watching video and exercises to check | |
| | | |
| |Mark the main organs of the body that doctors use and place them to a human system using a human body | |
| |maketa. (10min.) | |
| | | |
| | | |
| |Text about examination of the abdomen with filling gaps. (15 min.) | |
| | | |
|3 |1.1.3.-Functions of the body |Videos |
| |Teacher’s introduction of functions of the body (15min.) |Table written |
| |Table that matches function verb and noun | |
| |Naming and writing symptoms using medical knowledge. | |
| | | |
| |Watching a video or other related so students can understand human diseases (10 minutes) | |
| |Exercise to practice | |
| | | |
| |Writing o oral questions: (10 min) | |
| |You think a patient may have diabetes. Think of five questions you can ask the patient to investigate | |
| |further. Try to use the questions types presented in the classroom.) | |
| | | |
| |Writing: Think of a disease and look for information: (15 minutes). | |
| | | |
| |Speaking: (10 min.) | |
| |Stick the writing disease on the blackboard, students comment on their disease | |
| | | |
| | | |
|4 |1.2.-Hospitals |Hospital Web |
| |1.2.1.-Introduction to a hospital |Listening and reading exercises |
| |Introduction to a hospital: (10 minutes) |Additional information |
| |Listening | |
| | | |
| |Reading comprehension exercises(25 minutes) | |
| | | |
| |Look up this hospital addresses and find out the list of all treatments and specialities. (10 minutes) | |
| | | |
| | | |
| |Writing: (15 minutes) | |
| |How do patients can make appointments in a hospital? | |
| |How do hospitals in your country organize admissions? How would you explain the procedure to a | |
| |colleague from another | |
| | | |
|5 |1.3.-Patient admission |Text about health facilities. |
| | |Dictionaries. |
| |1.-Read this information about health facilities from the web above given and make a list of health |Listening |
| |care centres in your country (5 m.) |Additional forms |
| | |Fill-in-the-gaps exercises. |
| |2.-In pairs, look at those pictures and discuss the following questions (15 minutes) | |
| | | |
| |3.-Listening to patients’ admission: (10 minutes) | |
| | | |
| |4.-Role-play: In pairs, Prepare nurse-patient interviews(15 minutes) | |
| | | |
| |5.-Reading about Cameron’s health secrets.(15 min.) | |
| | | |
ACTIVITIES:
11.1.-Introduction:
1.1.1.-Health and illness:
1.-Asking about health (15 min)
Health is the state of the body:
Doctors say:
What is your general health like? Or how’s your health, generally?
Nouns you can use if you are in good health, you are not ill:
:
• Healthy
• Fit
• In good health
• Well, very well
• Fit and well
Nouns you use if you are ill:
• Unhealthy
• Unfit
• Unwell
• Poorly
• In poor health
• Not very well, not well
Talking about sickness:
Sickness has a similar meaning to illness. Possible meanings:
• To be ill
• To feel unwell
• To vomit
• To feel the need to vomit
• To be nauseous
Talking about recovery:
When patients return to normal health after illness, they have recovered.
Recovery has possible meanings:
• To make a full, good or complete recovery
• To get over an illness
• To get better (to improve)
• To remain in complete remission.
Exercises to practice these words:
1.-Complete the conversation using these patterns:
Doctor: How are you feeling today?
Patient:-----------------------------------------
Doctor: How long have you been feeling…………..?
Patient:-------------------------------------------
2.-Complete the table: The first one has been done for you:
|HEALTH |ILLNESS |
|Fit |To be ill |
| | |
| | |
| | |
2.-Introducing medical words oneself orally (10 min.)
• When patients speak about their problem they often refer to a part of the body:
[pic] parts of the body
• Using this anatomical view, complete this table:
|ANATOMICAL TERM |COMMOM WORD |
|Abdomen | |
|Axilla | |
|Carpus | |
|Cubitus | |
|Mamma | |
|Nates | |
|patella | |
|coxa | |
• Speaking: Using this pattern orally in pairs:
I’m having trouble with my hip/shoulder/knee
Do you get any pain in the chest/stomach/back?
[pic]
3.-Parts of the body: Learning words of different parts of the body to describe patients’ problems and pains. (15 min.)
[pic]parts of the body
4. - Writing and reading about parts of the body and anatomical names. (20 min.)
Writings about:
• What advice do you give people for keeping fit and well?
• Make a list of words that doctors normally use when talking to each other.
21.1.2.-Parts of the body
1.-Review: Speaking: (10 minutes)
In pairs, practise using these patterns:
“I’m having trouble with my ………………
“Do you get any pain in the/your Chest/stomach/back?
Student A: you are the doctor: Mr Soy;
Student B: you are the patient speaking about problems related to a part of the body
2.-Learn the most important organs and human systems: (25 min.)
Trunk or Abdomen chest or thorax pelvis upper limb lower limb
brain or head.
Look it up in this web:
[pic] human anatomy :healthy-lifestyle.most-effective-
• Students can watch this video to learn more about the abdomen and can continue watching some other videos to learn about the most important organs:
[pic] abdomen
3.-Exercices: To check what they have learnt students can practice
Label the diagram using words from the box:
Diaphragm lobes windpipe bronchioles airways lung
[pic]
4.-Mark the main organs of the body that doctors use and place them to a human system using a human body maketa. (10min.)
5. - Text about the abdomen with filling gaps. (15 min.)
Fill the gaps with the words in this table:
Abdomen diaphragm rib bony pelvis mammary
The Abdomen
The --------------is the largest cavity in the body. It is of an oval shape, the extremities of the oval being directed upward and downward. The upper extremity is formed by the ---------- which extends as a dome over the -------------, so that the cavity extends high into the ------ thorax, reaching on the right side, in the ------------------- line, to the upper border of the fifth--------; on the left side it falls below this level by about 2.5 cm. The lower extremity is formed by the structures which clothe the inner surface of the---------------, principally the Levator ani and Coccygeus on either side. These muscles are sometimes termed the diaphragm of the pelvis. The cavity is wider above than below, and measures more in the vertical than in the transverse diameter. In order to facilitate description, it is artificially divided into two parts: an upper and larger part, the ---------------------proper; and a lower and smaller part, the -------. These two cavities are not separated from each other, but the limit between them is marked by the superior aperture of the lesser -------------.
The ----------------- proper differs from the other great cavities of the body in being bounded for the most part by muscles and fasciæ, so that it can vary in capacity and shape according to the condition of the viscera which it contains; but, in addition to this, the ----------varies in form and extent with age and sex. In the adult male, with moderate distension of the viscera, it is oval in shape, but at the same time flattened from before backward. In the adult female, with a fully developed ----------, it is ovoid with the narrower pole upward, and in young children it is also ovoid but with the narrower pole downward.
31.1.3.-Functions of the body
1.-Teacher’s introduction of functions of the body: (10min.)
the five senses, functions of speaking, walking, breathing, urinations, defecations, menstruation, sweat, shake, crying,…;
Students have to make notes and match these functions with organs
Table that matches function verb and noun:
|Function |Verb |Noun |
|1.-Speaking |Speak |Speech |
|2.-walking |Walk |Gait |
|3.-breathing |Inhale/breathe in / take a breath in |Breath |
|respiration |Exhale/breathe out | |
|4.-Urination |Urinate |Urine |
|micturition |Micturate | |
| |Pass urine/pass water | |
|5.-defecation |Defecate |Faeces |
| |Pass faeces/pass stools |stools |
|6.-menstruation |Menstruate |(menstrual)period |
| |Have a period |(monthly) period |
Then the students have to write or speak sentences like this:
When auscultating a patient’s lungs, the doctor tells the patient:
“Take a deep breath in, hold your breath, then breathe out completely”
[pic] symptoms
Naming and writing symptoms using medical knowledge. (5 min.)
The first is done for you:
|Symptoms |Difficulties |
|Dysuria |Pain when you pass water |
|Dysphagia | |
|Diplopia | |
|Dysphasia | |
|Dyspnoea | |
2. - Watching this video or other related so students can understand human diseases For example: (10 minutes)
[pic] the cholecystitis
Exercise to practice:
• Match the conditions with organs affected, using the medical knowledge(5 minutes)
|1.-Hepatitis |a.-Bladder |
|2.-pnumonia |b.-Gall bladder |
|3.-nephritis |c.-Heart |
|4.-gastric ulcer |d.-Kidney |
|5.-cystitis |e.-Liver |
|6.-angina pectoris |f.-Stomach |
|7.-cholecystitis |g.-Large bowel |
|8.-ulcerative colitis |h.-lung |
3.-Writing or oral questions: (10 min)
You think a patient may have diabetes. Think of five questions you can ask the patient to investigate further. Try to use the questions types presented in the classroom:
|Do you have any |trouble |walking? |
| |difficulty |breathing? |
| |problems |passing urine? |
| | |with your speech? |
| |Pain |when you breathe in? |
|Do you |sweat |more than usual? |
| |shake | |
[pic] Diabetes information
This text from this web can also help students to know more about diabetes:
Diabetes is a disease in which your blood glucose, or sugar, levels are too high. Glucose comes from the foods you eat. Insulin is a hormone that helps the glucose get into your cells to give them energy. With type 1 diabetes, your body does not make insulin. With type 2 diabetes, the more common type, your body does not make or use insulin well. Without enough insulin, the glucose stays in your blood.
Over time, having too much glucose in your blood can cause serious problems. It can damage your eyes, kidneys, and nerves. Diabetes can also cause heart disease, stroke and even the need to remove a limb. Pregnant women can also get diabetes, called gestational diabetes.
A blood test can show if you have diabetes. Exercise, weight control and sticking to your meal plan can help control your diabetes. You should also monitor your glucose level and take medicine if prescribed.
4.-Writing: (15 minutes)
Think of a disease and look for information:
Symptoms, parts of the body that affects, effects
[pic] Diseases information
5.-Speaking: (10min.)
• Stick the writing disease on the blackboard, students comment on their disease
41.2.-Hospitals
1.2.1.-Introduction to a hospital
1.-Introduction to a hospital: (10 minutes)
Listening to words:
[pic] Hospital and health words
Now listen to the conversation: Seeing a doctor in an emergency
[pic] Hospital
And then read the text and look up for the words related to hospitals and health problems (underlined):
|A: I need a doctor's appointment right away! |
|B: Is this an emergency? |
|A: I am having trouble breathing. |
|B: Have you had a cold lately? |
|A: It has been going on for a few days now. |
|B: You should hang up and dial 911. |
|A: I don't think that this is that bad, but I need to see a doctor right away. |
|B: Is there someone who can drive you to our Urgent Care facility on Sunset Blvd.? |
|A: Yes, I can get a ride to Urgent Care. |
|B: Good. When you get there, a doctor will be able to see you right away. |
2.-Reading comprehension exercises (25 minutes)
Read these three conversations and then answer questions:
|A: The Royal Infirmary is the name of the university hospital for Edinburgh University. It is a general |
|hospital, dealing with all types of patients and illnesses, except paediatrics. We have a specialist |
|hospital for that in another part of Edinburgh, the Hospital for Sick Children. You can see some of the |
|departments in our hospital on the sign. Of course, there are many others, for example the Intensive Care |
|Unit (ICU), and the Surgical High Dependency Unit (HDU). |
| |
|B: What does “outpatient” mean? |
| |
|A: Outpatients are the people who come to hospital to attend a clinic or to have tests or treatment and |
|then return home on the same day. Inpatients stay in the hospital for one or more days. |
|The rooms where they stay are called wards. If a patient’s treatment requires only one day, such as a |
|simple operation, they can be admitted to the day surgery unit. |
| |
| |
| |
| |
|WELCOME TO THE ROYAL INFIRMARY |
| |
|South entrance |
|Car parks C&D (visitors $staff) |
|The Simpson Centre |
|For Reproductive Health |
|-Gynecology (Emergency) |
|-Maternity (Emergency) |
|-Neonatology(Emergency) |
| |
|Outpatient Departments |
| |
|All Wards |
| |
|Day Surgery Unit&Endoscopy |
|X-ray Department |
|Combined Assessment |
|OUTPATIENTS: |
|A: The Accident and Emergency Department (A&E), also called Casualty, is where patients who are acutely ill- with a sudden, |
|serious condition- come for assessment and treatment. Outpatients who have an appointment to see a specialist go to a clinic in |
|one of the Outpatient Departments (OPDs). They have usually been referred to the hospital by their GP, who writes a referral |
|letter to the consultant explaining the patient’s problem. |
|INPATIENTS |
| |
|A: The inpatients in a hospital are admitted in one of three main ways. They may be seen in one of the outpatient clinics and |
|admitted from there or, if there is a lot of demand for the treatment they need, as in the case of a hip replacement, they are |
|put on a waiting list for admission. Alternatively, their GP may arrange the admission by telephone because they are acutely |
|ill, for example with suspected myocardial infarction. Or they are seen in the A&E Department, where the doctor on duty-working |
|at hat time- arranges the admission. This would happen in the case of a patient with a fractured neck or femur, for example. |
|Larger hospitals may have an assessment unit where patients can be admitted temporarily while their condition is assessed. |
|B: Assessed? |
|A: Yes-decisions are made about their condition, and what needs to be done to help them. After treatment is completed, the |
|patient is discharged back to the GP’s care. |
▪ Exercises:
Which hospital departments would be the most appropriate for the following patients?
1. A woman in diabetic coma
2. A patient who has just had a radical prostatectomy
3. A patient who is to have a skin lesion removed
4. A man with a foreign body in his eye
5. A woman with a threatened abortion
Looking at the conversations above make word combinations using a word from each box:
|Acutely | | |unit |
|Assessment | | |letter |
|On | | |list |
|Referral | | |duty |
|Waiting | | |ill |
| | | | |
| | | | |
| | | | |
| | | | |
Look up the words you don’t understand at the dictionary and make a list of them.
3.-Look up this hospital address and find out the list of all treatments and specialties. (10 minutes)
[pic] Hospital
4.-Writing: (15 minutes)
How do patients can make appointments in a hospital?
[pic] Hospital
How do hospitals in your country organize admissions? How would you explain the procedure to a colleague from another country?
[pic]Hospital
51.3.-Patient admission
[pic] Patient admission
1.-Read this information about health facilities from the web above given and make a list of health care centres in your country:(5 minutes)
Health facilities are places that provide health care. They include hospitals, clinics, outpatient care centers and specialized care centers, such as birthing centers and psychiatric care centers.
When you choose a health facility, you might want to consider
• How close it is
• Whether your health insurance will pay for services there
• Whether your health care provider can treat you there
• The quality of the facility
Quality is important. Some facilities do a better job than others. One way to learn about the quality of a facility is to look at report cards developed by state and consumer groups.
2.-In pairs, look at those pictures and discuss the following questions :( 15 minutes)
1. What do you think the nurses in those pictures are doing?
2. What information do they need to collect in those situations?
3. Why might this information be important?
4. What strategies have you found useful when greeting a patient for the first time?
Now listen to this conversation between a doctor and a patient and answer the following questions:
1. What does the patient want?
2. Which is the best day to the patient?
3. What seems to be the problem?
4. Does she have fever?
5. Listen again and put the following sentences in the correct order:
|Fine, I am putting you down for 9:00 on that day. Would you like to see |
|Dr. Smith or Dr. Jones? |
|No, it just itches a lot. |
|What seems to be the problem? |
|I need to make an appointment to see the doctor. |
|I have a rash that I need a doctor to look at. |
|Do you have a fever with that rash? |
|I would like to see Dr. Jones. |
|I have openings on Tuesday or Wednesday. Which would be best for you? |
|I need an appointment on Tuesday. |
|I can schedule you with him with no problem. We look forward to seeing you. |
[pic] Patient admission
3.-Listening to patients’ admission: (10 minuts)
[pic] Patient admission
In pairs, practise taking patient details. Student A, you are the patient and Student B you are the doctor. Remember to use active listening strategies. Swap roles and practice again.
4.-Role-play. In pairs, Prepare nurse-patient interviews(15 minutes)
Student A, your are the nurse; look at the Patient Admission Form and think about the questions you will ask to complete it.
Student B, you are the patient; read the patient details below:
|Full name |Margaret Vilanova |
|DOB |16 May 1954Octu |
|Reason for admission |Review of a venous ulcer |
|Past medical history |Insulin-dependent diabetes mellitus |
| |HTA/IAM four months ago |
|Past surgical history |Femoral-popliteal bypass four months ago |
|Medication |Insulin, half an aspirin and Symptron |
|Allergies |Penicillin and codeine |
|Next of kin |Judy Angeloti |
Swap roles using other patient details
| |
| |
|St Jaume Hospital (Patient identification Label) |
| |
| |
|PATIENT ADMISSION FORM: |
|Patient details |
|Full name | |
|DOB | |
|Reason for admission | |
|Past medical history | |
|Past surgical history | |
|Medication | |
|Allergies | |
|Next of kin | |
| | |
5.-Reading about Cameron’s health secrets.(15 min.)
[pic] Patient admission
-----------------------
AF_SAN01_Sanitat. Atenció al pacient a l’hospital.
Unit 1
AF-SAN01-Anglès Tècnic en Sanitat.
Patient attention at hospital
1.-Arrival at hospital
2.-Characteristics of the patient's room
3.-The diary TCAI activities in hospital
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