ENGLISH FOR SPECIFIC PURPOSES

D4 NURSING PROGRAM

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LESSON 1
BODY PARTS
Passage 1

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Passage 2

3
Passage 3

Your heart is really a muscle. It's located a little to the left of the middle of your chest,
and it's about the size of your fist. There are lots of muscles all over your body - in
your arms, in your legs, in your back, even in your behind. But this muscle is special
because of what it does - the heart sends blood around your body. The blood
provides your body with the oxygen and nutrients it needs. It also carries away the
waste that your body has to get rid of.

Your heart is sort of like a pump, or two pumps in one. The right side of your heart
receives blood from the body and pumps it to the lungs. The left side of the heart
does the exact opposite: it receives blood from the lungs and pumps it out to the
body. By the time you're grown up, your heart will be beating (pumping) about 70
times a minute.

How does the heart beat? Before each beat, your heart fills with blood. Then it
contracts to squirt the blood along. When something contracts, it squeezes tighter -
try squeezing your hand into a fist. That's sort of like what your heart does so it can
squirt out the blood. Your heart does this all day and all night, all the time. Every day,
an adult heart pumps 2,000 gallons (7,500 liters) of recycled blood by filling and
contracting. The heart is one tough worker!

Questions:
1. Where is your heart located?
2. Where else you can find muscles in your body besides the heart?
3. Why do we need a heart?
4. Which organ(s) work directly with heart?
5. What’s the function of a heart?

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 LESSON 2
GIVING DIRECTIONS

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LESSON 3
DOCUMENTING AND REPORTING

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LESSON 4
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NURSING SKILLS

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 LESSON 5
DEBATING

A. THEORETICAL BASIS
1. Why debate?
It is an excellent way of improving speaking skills and is particularly helpful in providing
experience in developing a convincing argument. Those of you who are forced to argue
against your natural point of view realize that arguments, like coins, always have at least
two sides.

2. What is Debating?
A debate is a structured argument. Two sides speak alternately for and against a
particular contention usually based on a topical issue. Unlike the arguments you might
have with your family or friends however, each person is allocated a time they are
allowed to speak for and any interjections are carefully controlled. The subject of the
dispute is often prearranged so you may find yourself having to support opinions with
which you do not normally agree. You also have to argue as part of a team, being careful
not to contradict what others on your side have said.

3. The Basic Debating Skills

- Style
Style is the manner in which you communicate your arguments. This is the most basic
part of debating to master. Content and strategy are worth little unless you deliver your
material in a confident and persuasive way.
- Speed
It is vital to talk at a pace which is fast enough to sound intelligent and allow you time to
say what you want, but slow enough to be easily understood.
- Tone
Varying tone is what makes you sound interesting. Listening to one tone for an entire
presentation is boring.
- Volume
Speaking quite loudly is sometimes a necessity, but it is by no means necessary to shout
through every debate regardless of context. There is absolutely no need speak any more
loudly than the volume at which everyone in the room can comfortably hear you.
Shouting does not win debates. Speaking too quietly is clearly disastrous since no one
will be able to hear you.

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- Clarity
The ability to concisely and clearly express complex issues is what debating is all about.
The main reason people begin to sound unclear is usually because they lose the “stream
of thought” which is keeping them going. It is also important to keep it simple. While long
words may make you sound clever, they may also make you incomprehensible.
- Use of notes and eye contact
Notes are essential, but they must be brief and well organized to be effective. There is
absolutely no point in trying to speak without notes. Of course, notes should never
become obtrusive and damage your contact with the audience, nor should they ever be
read from verbatim. Most people sketch out the main headings of their speech, with brief
notes under each.
When writing notes for rebuttal during the debate, it is usually better to use a separate
sheet of paper so you can take down the details of what the other speakers have said
and then transfer a rough outline onto the notes you will actually be using.
Eye contact with the audience is very important, but keep shifting your gaze. No one likes
to be stared at.
- Content
Content is what you actually say in the debate. The arguments used to develop your own
side’s case and rebut the opposite side’s. The information on content provided below is a
general overview of what will be expected when you debate. The final logistics of how
long you will be debating, how many people will be in your group, and how the debate will
unfold (ie: which team speaks first etc.), will all be decided by your tutorial leader.
- Case (argument)- the whole
Introduction - The case your group is making must be outlined in the introduction. This
involves stating your main arguments and explaining the general thrust of your case.
This must be done briefly since the most important thing is to get on and actually argue
it. It is also a good idea to indicate the aspects of the subject to be discussed by each of
the team members.
Conclusion - At the end, once everyone has spoken, it is useful to briefly summarize what
your group has said and why.
- Case (argument)- the parts
Having outlined the whole of your argument, you must then begin to build a case (the
parts). The best way to do this is to divide your case into between two and four
arguments (or divide your case based on the number of people in your group). You must
justify your arguments with basic logic, worked examples, statistics, and quotes.
Debating is all about the strategy of “proof”. Proof, or evidence, supporting your assertion

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is what makes it an argument. There are a number of ways of dividing up cases
according to groups of arguments (eg political/economic/social or moral/practical or
international/regional etc.) or just according to individual arguments if you can’t group any
together. Under each of these basic headings you should then explain the reasoning
behind the argument and justify it using the methods outlined above. It is usually best to
put the most important arguments first. Here is an example of a case outline:
“The media exert more influence over what people think than the government does.
This is true for three reasons. Firstly, most people base their votes on what they see and
hear in the media. Secondly, the media can set the political agenda between elections by
deciding what issues to report and in how much detail. Thirdly, the media have
successfully demonized politicians over the last ten years so that now people are more
likely to believe journalists than politicians.”
All of the arguments in this case outline are debatable (almost immediately you can see
the counter-arguments), but they give the case a wide range which cover all kinds of
issues. The trick is not to come up with a watertight case, but a well argued one. Think:
“Can I argue that?”
- Rebuttal – the parts
Arguments can be factually, morally or logically flawed. They may be misinterpretations or
they may also be unimportant or irrelevant. A team may also contradict one another or
fail to complete the tasks they set themselves. These are the basics of rebuttal and
almost every argument can be found wanting in at least one of these respects. Here are
a few examples:
1. “Compulsory euthanasia at age 70 would save the country money in pensions and
healthcare.” This is true, but is morally flawed.
2. “Banning cigarette product placement in films will cause more young people to smoke
because it will make smoking more mysterious and taboo.” This is logically flawed, the
ban would be more likely to stop the steady stream of images which make smoking seem
attractive and glamorous and actually reduce the number of young people smoking.
3. “My partner will then look at the economic issues...” “Blah..blah..blah...(5 minutes
later and still no mention of the economic issues)” This is a clear failure to explain a
major part of the case and attention should be drawn to it. Even better is when a speaker
starts with, “to win this debate there are three things I must do…”. If the speaker fails to
do any of those things you can then hang her or him by the noose by repeating their
exact words – by his or her own admission he or she cannot have won the debate.
- Rebuttal – the whole:

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It is very important to have a good perspective of the debate and to identify what the key
arguments are. It isn’t enough to rebut a few random arguments here and there. Of
course the techniques used above are invaluable but they must be used appropriately.
There are a number of things you should do to systematically break down a team’s case:
1. Ask yourself how the other side have approached the case. Is their methodology
flawed?
2. Consider what tasks the other side set themselves (if any) and whether they have in
fact addressed these.
3. Consider what the general emphasis of the case is and what assumptions it makes.
Try to refute these.
4. Take the main arguments and do the same thing. It is not worth repeating a point of
rebuttal that has been used by someone else already, but you can refer to it to show that
the argument has not stood up. It is not necessary to correct every example used. You
won’t have time and your aim is to show the other side’s case to be flawed in the key
areas.

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 LESSON 6
HEALTH AND NURSING ASSESSMENT

1. Health Assessment

a. Biographic Data
M.H. is a 63-year-old married white female. She is currently unemployed for four
months. Her most recent employment of seven years was as a private home
health aid for a friend’s elderly parents who have since passed away. She was
born in Buffalo, New York into a family of German decent. She currently lives in
suburb of Buffalo, N.Y. English is her primary language.
b. Culture and spirituality
M.H. was raised in a traditional German family where her father was the head of
the household. However, her father and mother made many decisions mutually
and shared household chores. Her father was an Air Force pilot and then worked
as chemical engineer until retirement. The household atmosphere was loving and
respectful. She and her five siblings were brought up as Roman Catholics. They
were expected to be polite, use table manners, be on time to meals, respect their
elders, do as they were told, share, finish their chores before recreating, get good
grades in school, pray before meals and at bedtime, and attend church every
Sunday and on holy days.
c. Past Health History
When she was a child, M.H. did not have any serious illness, nor does she have
any chronic illnesses currently. She did, however, have a severe case of
chickenpox when she was about 3 years old, and shingles about 18 years ago.
M.H. has not been in any major accidents or had any life-threatening injuries
during her life. She has been hospitalized two times for childbirth. Both births were
uncomplicated vaginal deliveries.
M.H. sees her primary physician every year. Her last physical check up was in
February 2014. She also sees her dentist annually for a check up and cleaning.
As a child she never needed corrective lenses, but forthe last 15 years she has
needed glasses for reading. Therefore, her vision is checked annually. Because
she has a history of benign cysts in he breast tissue, she gets a mammogram
every five years. Results of her Pap have never been abnormal. She cannot recall
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 the date of her last gynecological exam. She also gets a coloscopy every couple
of years, since her father died of colon cancer.
In relation to allergies, she has no known drug allergies. Current over the counter
medications include an occasional 400-600 mg dose of ibuprofen for aches and
pains, a daily vitamin, and melatonin for insomnia, and antacids, such as Tums for
her “heartburn”. Her current prescription medications include a 225 mg tablet of
Venlafaxine HCL once daily for anxiety related dizziness, and a 20 mg tablet of
Atorvastatin for high cholesterol. she is a former smoker of one pack per day for
nearly forty years. She denies the use of street drugs.

d. Review of Systems
M.H. states that she is generally in good overall health. No cardiac, respiratory,
endocrine, musculoskeletal, urinary, hematologic, neurologic, genitourinary, or
gastrointestinal problems. No history of skin disease. Skin is pink, dry, and void of
bruising, rashes, or lesions. No recent hair loss; head is normocephalic. Pupils
equally reactive to light; no history of glaucoma or cataracts. Ears are in normal
alignment; no history of chronic infections, hearing loss, tinnitus, or discharge.
Nose and sinus history includes clear nasal discharge and occasional nosebleeds.
Mouth and throat are absentof lesions, no bleeding gums, sore throat,
dysphaagia, hoarseness, or altered taste. Neck is void of pain, swelling tender
nodes, and goiter; full range of motion.

e. Functional Assessment
after graduating from a bussiness school in her early twenties, M.H. spent 15
years as a manager of several apartmnt complexes. She then worked as a
manager for a retail mini mart. She was taking care of her elderly mother. She
also helps the friends by cleaning their house, completing simple home
improvement tasks, doing grocery shopping and running errands for them.
She states that she is an honst, hard working woman. She takes her dog for a
walk several times a day foir exercise and is independent in her activities of daily
living. She and her husband enjoy time with family and friends. Her hobby
includes sewing, upholstery, and gardening. Getting 6-8 hours of sleep, although
she has occasional stress-related insomnia.

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f. Conclusion
Based on the result of the comprehensive assessment data,M.H. is a relatively
healthy person who has not had any serious or life threatening medical problems
during her life. She presents with anxiety and anxiety related dizziness that is
currently under control with medication. She follows up with her physician and
other health care profession on a regular basis, eats healthy, and drink her
medicine as prescribed. She also has healthy psychosocial status with her family
and friends.

Task:
Based on your observation, write a health assessment following the pattern
above!

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 LESSON 7
CURRICULUM VITAE WRITING

Writing a CV
Task 1: what do you know about a CV?
Speak with a neighbour. Are these sentences true or false?
1. A CV is a document with information about you.
2. You use a CV to get a job.
3. You should put your photo on your CV.
4. Your CV should be 3 or 4 pages long.
5. It’s OK to have mistakes (spelling, grammar…) on your CV.
6. All information on your CV must be in full sentences.
7. Employers usually look at a CV for about 2 minutes.

Task 2: what parts does a CV have?

a) Write the missing letters.
b) Match the parts 1-6 with their meanings A-F.

1 P_rs_n_l det_ _ils A jobs you did before

B things you enjoy (e.g. playing a sport) C your
2 Ed_c_t_ _ n and q_ _lific_t_ _ns name, address, date of birth, email, phone number
D the name of your school/college;Exams you
3 W_rk exp_r_ _nce passed
E things you can do (e.g. speak a language;
4 Sk_lls drive a car; use a computer)
F names of people who know you (e.g. your
5 Int_r_sts teacher or your boss), and who can say that you’re
good for a job
6 R_f_r_nc_s

Task 3: Parts of Nisa’s CV

Nisa Thaoto is a nurse from Thailand.
Look at the details from her CV (a-f), and write them under the right heading in her
CV.
1. Personal details
Date of birth: 30 April 1992
2. Education and qualifications
3. Work experience
4. Skills
5. Interests
6. References

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a. Date of birth: 30 April 1992
b. 2011-2012 nurse at Bumrungrad International Hospital, Bangkok
c. I enjoy football and played for the women’s team at school.
d. Languages: Thai (fluent); English (elementary). UK driving license
e. 2010-2011 Boromarajonani College of Nursing, Bangkok (Thailand). Diploma in
Nursing
f. Mr Mark Hargreaves, ESOL lecturer, Beechen College

Now look at Nisa’s CV. Check your answers to Task 3.

Task 4: Looking at Nisa’s CV

Work in groups and answer these questions:
1. Why did Nisa write this CV?
2. What does Nisa do now?
3. What words are in bold on Nisa’s CV?
4. What information did Nisa put in brackets (like this)?
5. How many full sentences (with a verb and a full stop) are there in Nisa’s CV?
6. Who are Mr Hargreaves and Ms Dangda? What does Nisa need to ask them?

Nisa Thaoto CV

I am a nurse with qualifications and experience. I am looking for a job in healthcare in

Beechen.

Personal details
Address: 391 Newbury Road, Beechen, BE2 3AC
Email: nisathaoto@wow.com
Phone: 07746 128 497
Date of birth: 30 April 1992

Education and qualifications

2010-2011: Boromarajonani College of Nursing, Bangkok (Thailand). Diploma in Nursing
2012-present: Beechen College. ESOL course. I will take Entry 1 exams this term.

Work experience
2011-2012: nurse at Bumrungrad International Hospital, Bangkok
2013-present: volunteer assistant at Help the Aged (charity shop), 14 High Street, Beechen

Skills
Languages: Thai (fluent); English (elementary)
Computers: Microsoft Office (Word, Excel and PowerPoint)
UK driving license

Interests

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I enjoy football and played for the women’s team at school.

References
Mr Mark Hargreaves, ESOL Lecturer, Beechen College: mhargreaves@beechen.ac.uk
Ms Pikul Dangda, Head of Nursing, Bumrungrad International Hospital, Bangkok:
pikul_dangda@bumrungrad.com. Ms Dangda was my supervisor when I worked at
Bumrungrad Hospital.

Complete Nisa’s CV. Write the headings in the right place on the dotted lines (…).
a. Education and qualifications
b. Personal details
c. References
d. Interests
e. Work experience
f. Skills

Nisa Thaoto CV

I am a nurse with qualifications and experience. I am looking for a job in healthcare in

Beechen.
…………………………………………..
Address: 391 Newbury Road, Beechen, BE2 3AC
Email: nisathaoto@wow.com
Phone: 07746 128 497
Date of birth: 30 April 1992
…………………………………………..
2010-2011: Boromarajonani College of Nursing, Bangkok (Thailand). Diploma in Nursing
2012-present: Beechen College. ESOL course. I will take Entry 1 exams this term.
…………………………………………..
2011-2012: nurse at Bumrungrad International Hospital, Bangkok
2013-present: volunteer assistant at Help the Aged (charity shop), 14 High Street, Beechen
…………………………………………..
Languages: Thai (fluent); English (elementary)
Computers: Microsoft Office (Word, Excel and PowerPoint)
UK driving license
…………………………………………..
I enjoy football and played for the women’s team at school.
…………………………………………..
Mr Mark Hargreaves, ESOL Lecturer, Beechen College: mhargreaves@beechen.ac.uk
Ms Pikul Dangda, Head of Nursing, Bumrungrad International Hospital, Bangkok:
pikul_dangda@bumrungrad.com. Ms Dangda was my supervisor when I worked at
Bumrungrad Hospital.

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Task 5
Now write your CV. Write information about yourself.

CV

I am a …...

I am looking for ….

Personal details
Address: …
Email: …
Phone: …
Date of birth: …

Education and qualifications

… - … : ….
… - … : ….

Work experience
… - … : ….
… - … : ….

Skills
Languages: …
Computers: …
…

Interests
…

References
…
…

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 LESSON 7
JOB INTERVIEW

A. INTERVIEW CHECKLIST
1. Opened the interview appropriately. (shook hands while stating employer’s
name, own name, and why he or she is there)
2. Appeared friendly and courteous.
3. Answered questions by using success stories or examples (proof) of skills
for the job.
4. Maintained good eye contact and good posture.
5. Avoided using “ I just…” and “I only…”
6. Avoided “annoying” mannerisms (biting nails, fidgeting in seat, twisting hair,
looking at phone, jingling coins or keys in pocket).
7. Spoke clearly and avoided slang or “fillers” (umm…like….you know.)
8. Asked the employer questions about the job.
9. Concluded the interview with a summary of key points.
10. Shook hands and thanked the person for his or her time.
11. Asked when to call to learn of the employer’s decision.

B. Ten Commonly Asked Interview Questions and Tips on How to

Answer
1. Tell me about yourself. Tip -Talk about a couple of your key achievements and
the interviewer will likely select an accomplishment and ask you to tell more
about it.
2. What is your greatest strength? Tip - Figure out what your number one strength
or skill is, then talk briefly about it and provide a good example. Before going into
an interview, write down several of your top strengths and examples of each.
3. Can you describe a situation in your past where you learned from a mistake? Tip
- The best mistakes to share are those from which you learned something. Use
your mistakes to show how you have matured and grown.
4. What is the most difficult situation you have ever faced? Tip - Pick an example in
which you successfully resolved a tough situation. Tell your story briefly but try to
reveal as many good qualities as possible. Your interviewer wants to hear about
qualities such as perseverance, good judgment and maturity.
5. Is there anything you would like to improve about yourself? Tip - Pick a
weakness (for example, not being comfortable with public speaking or even oral
presentations in the class), then show how you're working to improve it (being
part of a debating team). Your goal here is to provide a short answer that satisfies
the interviewer.

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6. What is the most important thing you are looking for in a job? Tip - Figure out
what you want most in a job. You might value challenge, good working
conditions, or friendly co-workers. Talk about one or two items and explain why
they are important to you.
7. What are your career goals? Tip - The interviewer likes to see if you are a person
that plans your future and if you might be someone that would meet the
company's needs after you finish school. Your task is to talk about the goals that
you think the company can help you achieve. You score points if you leave the
impression you are a growth-oriented person with realistic expectations. As a
teenager, you may be working to earn spending money or to pay for a car and
gas. That shows initiative and planning.
8. What motivates you? Tip - Challenge, creativity, success, opportunity and
personal growth are most frequently mentioned. You can also mention specific
skills that you are motivated to use, such as problem solving, decision-making,
listening, writing, speaking, planning or counseling people.
9. Why would you like to work for us? Tip - This is a great opportunity to impress
the interviewer with what you know about their organization. Talk about the
positives of their organization.
10. Why should I hire you? Tip - This is a great opportunity to sell you. Talk about
your strengths and how they fit the needs of the company. You can briefly talk
about skills or strengths that haven't already been discussed.

C. INTERVIEW QUESTIONS
Answer each of the following questions and prepare for a “mock” interview.
1. Tell me about yourself.
2. What is your greatest strength?
3. Can you describe a situation in your past where you learned from a mistake?
4. What is the most difficult situation you have ever faced?
5. Is there anything you would like to improve about yourself?
6. What is the most important thing you are looking for in a job?
7. What are your career goals?
8. What motivates you?
9. Why would you like to work for us?
10. Why should I hire you?

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 DO’S AND DON’TS OF JOB INTERVIEWING

DO’s
1. Wear dress pants or skirt that reaches your knees. (Girls)
2. Pay attention to your personal grooming and cleanliness.
3. Know the exact time and location for your interview.
4. Arrive early; at least 10 minutes prior to the interview start time.
5. Treat all people you encounter with courtesy and respect. Administrative
assistants and receptionists also have first impressions and frequently share
their opinions with the interviewers.
6. Offer a firm handshake.
7. Show a positive attitude during the interview.
8. Maintain good eye contact during the interview.
9. Respond to questions and back up your statements about yourself with specific
examples whenever possible. Ask for clarification if you don’t understand a
question.
10. Be thorough in your responses but don’t ramble on forever. Be concise in your
wording.
11. Be honest and be yourself. Dishonesty gets discovered.
12. Exhibit a positive attitude. The interviewer is evaluating you as a potential co-
worker.
13. Have intelligent questions prepared to ask the interviewer. The interview can be
a two-way street. You can ask what kind of employee they are looking for and
return with an explanation of how you fit that description.

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 DO’S AND DON’TS OF JOB INTERVIEWING

DON’Ts
1. Don’t wear a blouse or dress too revealing. (girls)
2. Don’t wear lots of jewelry.
3. Don’t wear clothing with sequins, etc. It’s better to be conservative. (girls)
4. Don’t make negative comments about previous employers or others.
5. Don’t falsify application materials or answers to interview questions.
6. Don’t arrive late.
7. Don’t give the impression you are only interested in salary; don’t ask about
salary and benefit issues until your interviewer brings up the subject.
8. Don’t act as though you would take any job or are desperate for employment.
9. Don’t be unprepared for typical interview questions. You may not be asked all of
them in every interview, but being unprepared looks foolish.
10. Don’t refer to the interviewer as “Dude!”
11. Don’t go to extremes with your posture; don’t slouch, and don’t sit rigidly on the
edge of your chair.
12. Don’t chew gum.
13. Don’t smoke or slurp any drinks you brought or are offered. Most work places are
smoke-free environments and no-one wants to hear you slurp.

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