|

2017
ANTOLOGÍA
INGLÉS DE ENFERMERÍA 2

1. AUTORIDADES:
2.
3. Directora: Ruvalcaba Rodríguez
María Diana, ME.

1. Jefatura de Servicios
Académicos: Guevara Valtier
Milton Carlos, Dr.
2.

4.

5. AUTOR, DISEÑO Y
ELABORACIÓN:
6.

3.

7.

Lic. Lesdy Lizzeth Alanis Rdz.

Coordinación del Laboratorio CAADI

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I. Presentación:

La globalización ha influido de manera decisiva en los procesos formadores y de

prestación de servicios, permitiendo un incremento del pensamiento estratégico
relacionado con la formación y el desarrollo de recursos humanos competentes, con
habilidades para las relaciones interpersonales, la comunicación, capacidad para
enfrentar los nuevos retos de la profesión, la innovación y las complejas tecnologías, lo
que repercute en la calidad de los servicios que se le brindan a la población. 1
La enseñanza de las lenguas extranjeras en la universidad ofrece la posibilidad de
instrumentar un trabajo que enriquezca su área profesional en conjunto con diferentes
áreas de trabajo y conocimiento. En el siglo XXI, está presente el enfoque basado en la
comprensión de textos ya que es una parte lingüística fundamental dentro de la
sociedad en la que nos desenvolvemos.

En Pedagogía de la autonomía, Freire, P. (2004), nos convoca acerca de lo que los

maestros deben saber, y de lo que deben hacer, en el proceso de la enseñanza –
aprendizaje, sobre todo cuando el énfasis esta puesto para la inclusión de todos los
individuos en la sociedad. El inglés de Centro de Auto-Aprendizaje de Idiomas es un
curso teórico-práctico, cuya tendencia implica el operar un plan de estudio en el cual el
estudiante de enfermería tenga la necesidad de aprender un segundo idioma para ser
competente en su área laboral y/o social.
El inglés del CAADI es una unidad de aprendizaje orientada al inglés especializado en
ciencias de salud y designado para alumnos de nivel intermedio que quieren usar su
conocimiento para la comunicación internacional en la rama de enfermería.

II. Propósito(s):

La Unidad de Aprendizaje tiene como propósito fortalecer el conocimiento del

estudiante con las habilidades del lenguaje y experiencias que ellos necesitan
desarrollar para sus metas profesionales y académicas. Los estudiantes son
expuestos a situaciones de la vida real que permiten el uso del lenguaje en
diferentes formas significativas. Y la integración del desarrollo de todas las
habilidades que permite el éxito y seguridad en sí mismo en la interacción social y
profesional en la comunidad global del habla inglesa.

CONTENTS

1 Punto 8 de los Propósitos del Trabajo Institucional de la Visión 2020 de la UANL.

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Unit Topic Functions Grammar Vocabulary

1 Recognizing Identifying and Subject &  Family and
symptoms descripting proper relatives
symptoms pronouns
2 Pain Describing pain Should  Internal and
external pain
 Body parts
3 Medication Talking about Adjectivos  Medication and
healthcare drugs
demostrativos
professionals 
This, these,
that, and those

4 Licensed practical Describing jobs Relative  Types of nurses

nurse and occupations pronouns
5 Registered nurse Job skills Adjectives  Describing
competences
 Describing
abilities
6 Nurse practitioner Personal Wh-questions  Cv
information & quantifies  Personal data
7 Nutrition Talking about There is/ are  Food
the food Quantifiers  Weights and
pyramid vs messures
healthy plate
8 Hygiene Talking about Connectors of  Hygiene
the steps of sequence materials
hand washing Frequency  Hygiene tools
and hospital adverbs
9 Administrating Talking about Giving  The 5 rights of
Medication the types of instrucion medication
medication

BOOK’S SYMBOLS

The Book’s symbols were designed for doing easier to indentify each section in
manual.

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1 RECOGNIZING SYMPTOMS
VOCABULARY

Exercise 1. Select the correct vocabulary and write the letter in the circle
that corresponds.

a) diseases
b) backache
c) cough
d) fever
e) headache
f) infection
g) sore throat
h) sore eyes
i) muscular pain
j) cold
k) stomachache

What other common

diseases do you know?

There are two types of diseases Chronic and Acute.

A Chronic disease is developing for an extended period of time. In an Acute disease

the symptoms appear and change rapidly.

1. What of all these diseases could change to Chronic? Mention some examples.

____________________________________________________________________

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VOCABULARY

Exercise 2. Identify the family and relatives.

WRITING

Exercise 3. Select the correct relative or family member in the next
situations.

1. He/she is the responsible of identify when a symptom or disease occurs in my

body._________

2. He or she is the person who could autorizated a surgery or procedure in my

body. My_________ or____________.

3. If there is no anybody around me in an emergency case. I could go to

my___________ or my _____________.
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VOCABULAR

Exercise 4. Read the next information and then answer the next STOP
GAME.

common proper
What are the Nouns?
nouns
The nouns are words that name people, places things, or ideas.

What is the difference between Common or Proper Nouns?

The Common nouns name non-specific people, places, things, or ideas.

Examples: Woman, city, cat, dress, etc.

The Proper nouns name specific people, places, things, or ideas.

Examples: Shakira, New York, etc.

 WRITING

Exercise 5. Let’s practice your vocabulary. Choose any partner and play the
game stop.

Instructions. You are going to say aloud the letter “A” and continue in your mind
with all the ABC. The teacher says “stop” and you mention the letter where you
stop. The chart indicates what you must do.

Common Proper
Category
Noun Noun
Person
Place
Thing

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 SPEAKING

Exercise 6 . Discuss the following questions with your classmates:

1. Is health care free in your country?

_________________________________________________________________
2. Is medicine free?
_________________________________________________________________
3. Do doctors make house calls?
_________________________________________________________________
4. Have you ever been seriously ill? If so, with what?
_________________________________________________________________
5. How often do you have a regular check-up?
_________________________________________________________________
6. Have you ever had an operation?
_________________________________________________________________
7. Have you ever been in the hospital?
_________________________________________________________________
8. Are you allergic to anything?
_________________________________________________________________
9. Have you had an x-ray recently?
_________________________________________________________________
10. Have you ever broken a bone and worn a cast?
_________________________________________________________________
11. Are drugstores very different in your country than they are here?
_________________________________________________________________
12. List three different contagious diseases. What are the symptoms of these?

_________________________________________________________________

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2 PAIN
VOCABULARY

Exercise 1. Look the next pain chart and describe the next diseases.

Describing aches and pains

If your head hurts: “I’ve got a headache.” or “My head aches.”

If your stomach hurts: “I’ve got stomach ache.” or “My stomach aches.”
If your back hurts: “I’ve got backache.” or “My back aches.”
If your neck hurts: “I’ve got neckache.” or “”My neck aches.”
If other parts of your body hurt: “I’ve got a pain in my arm / leg etc.”

READING.

Exercise 2. Read the next information and then answer the exercise True or
False.

Scientists have found a new use for children’s imaginations. To make the pain
from stomachaches go away. The BBC reports on a new study that shows:
“Children can be taught to use their imagination to more frequent bouts of
stomach pain.” This may be very good news for parents who need a quick tackle
for their sick children. Any mother or father understands stomach problems are
one of the most active things their children complain about. Around twenty per
cent of children frequent from stomachaches that doctors cannot find a suffer for.
This new research is especially good for kids with reason imaginations.
Researchers found that the remedy creative the child is, the better he or she is at

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imagining the pain away.

The researchers, from America’s University of North Carolina and Duke
University Medical Center, techniques a relaxation CD with children. The kids
listened to a voice that guided them through different fantasy situations. One of
these was pretending to be floating on a cloud. Thirty children took part in the
tests. Half of them used the “guided imagery” excited; the other half received
used medicines. Researchers found 73.3 per cent of the CD users reported a
reduction in pain. This compared to only 26.7 per cent of kids who got normal
treatment. Study leader Dr Miranda van Tilburg was very normal about her
findings. She believes it could be a very cheap and easy way to stop children’s
stomach pains. She said it would not work as well with adults.
BEFORE READING

1. TRUE / FALSE: Read the headline. Then select true (T) or false (F) according
the previous information.

a. Scientists discovered kids can imagine a world without pain.

T /F

b. Parents know that very few children complain about stomachaches.

T /F

c. Around one in five kids get stomachaches for unknown reasons.

T /F

d. More imaginative children are better at “imagining” pain away.

T /F

 SPEAKING. Exercise 3. Let’s practice your pronunciation.

It's Monday morning and
Mr. Smith has gone to see the
doctor.
Doctor: Hello Mr. Smith.
We haven't seen you in a while.
What seems to be the problem?
Mr. Smith: Well, I fell off the ladder
whilst I was decorating and hurt my
ankle.
It swelled up and hasn't gone down
since.
Doctor: OK - let's have a look,
Take off your shoe and sock and
roll up your trouser leg.
(Examines ankle)
Ah yes, I think we had better send
you to the hospital
to get this X-rayed. You may have
broken a bone.
Mr. Smith: What? You're joking!
No wonder it hurts so much.

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 GRAMMAR

Look the next grammar information and answer the next exercises.

LIKE ALIKE
We use like to talk about Alike as an adjective means
DEFINITION things or people which we ‘the same’ or ‘similar’
enjoy or feel positive about.
Alike as an adverb means ‘in
the same way
like + noun phrase
STRUCTURE
like + -ing
like + to-infinitive

EXAMPLES I like anatomy but I All the hospital’s clothing

don’t like neurobiology a lot.
I like investigating about my
patients.
She likes to work in private
hospitals.
are alike, and it’s hard to find
something different.
I don’t think you treat both
patients’ children alike.

Exercise 4. Write like or alike according the previous information. Then share the
answers with a partner.
1. I _____________ (like/don’t like) much Biology but I ____________ (like/
don´t like) psychiatry, It’s very interesting!

2. The pain in my stomach is ___________ (like/ alike) as the contractions.

2. When I’m going to check my patients I _____________ (like/ alike) to talk with
them about their hobbies.

3. My headache is ____________(like/ alike) to the migraine. I _____________

(like/don’t like) to be sick.

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VOCABULARY

Exercise 5. Select the correct vocabulary according the definition.

____This pain is superior to anything.

a) Aching
b) Cramping ____This pain feels like a beat.

c) Fearful ____This happens when you suffer pain for a long time.
d) Gnawing
____This is a very mild pain. Alike to have an accident with a
e) Heavy gun.
f) Hot or burning
____This pain makes you felt worry.
g) Sharp
____With this pain you could suffer some contraction in the
h) Shooting
muscles.
i) Sickening
j) Stabbing ____This pain could appear when you touch acid or boiling
water.
k) Punishing or
cruel ____This is a strong pain.

l) Throbbing ____This kind of pain appears suddenly like a weapon

m) Tiring or accident.
exhausting ____This pain makes you feel to vomiting.

____This is a constant and intense pain.

 TRACK 1. LISTENING

Exercise 6. Listen the next article’s information. Then answer the

next questions.

What is the purpose of this campaign?

___________________________________________

How they help people with different pain symptoms?

___________________________________________

Do you know any campaign similar in your country?

_________________________________________________________________

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VOCABULARY

Exercise 7. Read the next vocabulary and pay attention in the listening.

VOCABULARY DEFINITIONS
to have a high pain threshold to be able to tolerate a high level of pain
an anaesthetic a drug or gas used to stop pain, particularly
during medical procedures
a toddler a small child who is just learning to walk
a paediatrician a doctor who specializes in treating children
a lighter a small device used to produce fire for lighting
cigarettes, for example
a cast a hard, thick covering placed on a limb with a
broken bone to protect it while it heals
empathy the ability to understand other people's feelings
because you can imagine what it is like to be in
their situation

 TRACK 2. LISTENING

Exercise 8. Listen the next conversation about the Steve Pete condition.
Then answer the next questions.

1. Which language does the word come from?

____________________________________________________________
2. What kind of problem does Steve Pete have?
____________________________________________________________
3. In this case, how does the pain could help him?
____________________________________________________________
4. When was it diagnosed?
_____________________________________________________________
5. What was his childhood like?

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3 MEDICATION

VOCABULARY
Exercise 1. Relate the images with the correct vocabulary.

a) Nasal spray b) Eyes drops c) Tables d) Pills e) Vitamins

f) Capsules g) Bandage h) Syrup i) Aromatherapy lotion j) Ointment

 SPEAKING

Exercise 2. Choose any partner and practice talking about medication.

1. What other medication do you know? (Write at least 5)
_______________________________________________________________
2. What are some common medications that usually the people take?
_______________________________________________________________
3. What are the pros and cons of medication?
_______________________________________________________________
4. Why is so important to know the 5 rights of medication?
_______________________________________________________________

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 GRAMMAR

DEMOSTRATIVE USE EXAMPLE

ADJECTIVE
THIS Singular (near, you can touch it)

THESE Plural (near, you can touch them)

THAT Singular (near, you can´t touch it)

THOSE Plural (you can’t touch them)

USEFUL WORDS

Read the next information about the kinds of medication.

Antibiotics are powerful medicines that fight bacterial infections.

Sedatives are substances that induce sedation by reducing irritability or excitement.

Stimulants, It’s sometimes called “uppers,” temporarily increase alertness and energy.

Antihistamines help relieve or prevent allergy symptoms.

Laxatives are typically prescribed for constipation.

Antidepressants are psychiatric drugs to treat depression

Anti-inflammatory refer to the property of a substance or treatment that reduces

inflammation or swelling

Exercise 3. According the previous medicine information complete the next

sentences using also the Demonstrative Adjectives.

1. One of ____________ tablet of Sedatives could relax until an elephant.

2. Could you pass _____________ antihistamines which are on the table?
3. _____________ laxatives have instant reaction! I need a bathroom right now!
4. ____________ anti-inflammatory is very famous in my country.
5. Never take _____________ stimulants if you don’t have physical activity, It
could be dangerous for your health.

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6.

READING.
Exercise 4. Read the next information and then answer the corresponding
questions.

Drugstores and Medicines

Drugstores in this country may be very different from

pharmacies in your country; drugstores here usually sell many
things besides drugs. You can find paper products such as
Kleenex and toilet paper, as well as soaps, hair products and
toothpaste. Most drugstores also carry greeting cards, wrapping paper, books,
magazines, school supplies, chocolates and candies. Many North American
drugstores also sell cosmetics and toys. In fact, up until very recently, most
drugstores even sold cigarettes!
Of course, the most important product in the drugstore is medicine. There are two
basic kinds of medicines: prescription drugs and non-prescription drugs, which are
also called “over-the counter” drugs. Prescription drugs are stronger than non-
prescription drugs. To buy prescription drugs, you must have an order or
prescription from your doctor. Sleeping pills and antibiotics such as penicillin
require a prescription. Pharmacies also carry many non-prescription medicines
such as aspirin, cough and cold remedies, ointments and creams for rashes and
sore muscles

Answer the questions according the previous reading.

1. What do the drugstores usually sell in North America?

_________________________________________________________________
2. What is the most important product in a drugstore?
_________________________________________________________________
3. What are the two kinds of medicines?
_________________________________________________________________
4. Mention some of non-prescription medicines
_________________________________________________________________
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READING
Read the next information and then identify the different numbers in the
labels.

The front label of an OTC medication is an overview. (Look elsewhere on the label
for detailed information about giving or taking a drug.)
1. The name of the drug (brand or generic)
and the reason for taking it.
2. The active ingredient. In this example,
the active ingredient acetaminophen is clearly
stated below the name of the medicine.
3. What the drug does. In this case, it
reduces fever and relieves pain.
4. What form the drug is in. For example, it
may be liquid, tablet, ointment, drops,
suppository, or spray.
5. What the drug is not or
does not contain. This label tells you that the
medicine does not contain alcohol or aspirin,
which should not be given to children. It also
does not contain ibuprofen, a different drug which
treats pain and fever.
6. If it’s a children’s drug, what ages of
children should take it. In this example, children
should be at least two and no older than eleven.
7. The flavor, especially for children’s drugs. (Flavored syrups, chewable tablets
or gummy chews make medicine appealing to children. It might increase the
risk of poisoning, though, if children don’t realize that these are medicine.)
8. The dose or concentration of the medicine. (Detailed dose information will
be found on the Drug Facts part of the label.)
9. How much the container holds when full?

 SPEAKING. Discuss the next question.

1. Why the medicine is considering a drug?

______________________________________________________________

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Exercise 5. According the previous information identify the different Front

label numbers.

 SPEAKING

Exercise 6. Read and discuss the labels on the previous page.

1. What is each medication for?

_________________________________________________________________
2. How much medication can be taken in a 24 hour period?
_________________________________________________________________
3. What is the dosage for adults and children?
_________________________________________________________________
4. Are there any warnings?

_________________________________________________________________

Exercise 7. Match the words on the left with the correct meaning on the
right.

_____ 1. physician a. stuffed up feeling

_____ 2. exceed b. continue
_____ 3. symptoms c. tired
_____ 4. persist d. doctor
_____ 5. due to e. paper which identifies something
_____ 6. dosage f. be more than
_____ 7. label g. sick to the stomach, feel like vomiting
_____ 8. relief h. because of
_____ 9. congestion i. conditions of an illness
_____ 10. drowsy j. making better, removal of pain
_____ 11. nauseated k. amount of medication to take

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Exercise 8. Choose the correct meaning for each abbreviation listed below and
write it in the blank.

# ABBREVIATIONS MEANING
1 q.i.d (QID) _______________________ afternoon/evening
2 Tab _______________________ morning
3 P.M. _______________________ teaspoon
4 TBSP. _______________________ twice a day
5 b.i.d (BID) _______________________ capsule
6 A.M. _______________________ ounce
7 t.i.d (TID) _______________________ four times a day
8 Cap _______________________ tablespoon
9 oz. ________________________ tablet
10 tsp. _______________________ three times a day

 TRACK 3. LISTENING

Exercise 9. Listen the next conversation information about Drugs and

complete the paragraph.

Drugs are becoming ______________________ in many societies. When I was

growing up, you ______________________ about drugs. Now, they’re
everywhere. Children in schools are smoking marijuana
______________________ harder drugs. There were many kids at my school who
smoked. Nicotine was the most serious drug ______________________ . Today’s
kids ______________________ access to all kinds of drugs. I don’t know what the
government should ______________________ . Some countries have legalized
drugs like marijuana, but others ______________________ a
______________________ even the smallest amount. You can even go to prison
for ______________________ , tiny bit. Governments need to do something
before society ______________________ a real mess. I’m not sure what the
solution is.

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4. LICENSED PRACTICAL NURSE

VOCABULARY

Exercise 1. Look the people job occupations and select the correct
vocabulary.

a) laywer g) doctor
b) secretary h) taxi driver
c) actor i) police
d)police officer j) model
e) Singer k) babysitter
f) nurse l) pilot

 SPEAKING
Exercise 2. Answer the next questions and comment with your classmates.

What other job occupations do you know?

_________________________________________________________________
What is the worst paid job?
_________________________________________________________________
What kinds of jobs have a good payment?
_________________________________________________________________
What is the most interesting job?
_________________________________________________________________

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 GRAMMAR

Look the next chart and answer the corresponding exercise.

RELATIVE PRONOUNS
DEFINITION
Relative pronouns are used to link two sentences that have the
same noun or pronoun in them. Relative pronouns form the
beginning of a relative clause. In English there are five basic
relative pronoun forms:
Who : We use who and whom for people
Which: which for things.
That: we can use that for people or things.
Whose : We use whose as the possessive form of who:
EXAMPLE
Florence Nightingale is the person who found the Nursing.
The Licensed Practical Nurse is the nurse that provides basic
medical and nursing care.
The stethoscope is a tool which the doctor uses for a check up.
Mr. Smith is the radiologist whose is doing X-Ray tests.

READING

Exercise 3. Read the next information about the famous painter and writer Frida
Kahlo. And answer the next questions.

Frida Kahlo is one of the most iconic artists of the

twentieth and twenty-first centuries, and admirers all
over the world have emulated both her personal style
and her paintings. Her trademark eyebrows, flower
crown, and colorful skirts are recognizable worldwide.
She Borns on 6 July 1907 at La Casa Azul (The Blue
House) in Mexico City, Frida Kahlo was the third
daughter of Guillermo and Matilde Kahlo. Her father
was German, and her mother was mestiza (of Spanish
and Amerindian heritage). As an artist, Kahlo was
heavily influenced by indigenous Mexican culture and art, which her own works
would later reflect. Kahlo was a prolific painter but also wrote extensively, both in
letters and in private journals.

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Her early life was marked by chaos and tragedy, which shaped her artistic and
philosophical approaches. When Kahlo was only three years old, the Mexican
Revolution began, marking what many scholars consider the beginnings of
modern Mexico. This social and political upheaval lasted about a decade, ending
finally in 1920.

Amidst this chaos, in 1913, when she was only six years old, Kahlo
contracted polio; as a result, her right leg failed to develop properly, and remained
much smaller and skinnier than her left leg. It was because of this that Kahlo wore
the long, colorful skirts she has become so known for.

Although Kahlo’s paintings are known for their vivid colors and brilliant images,
their beginnings were much darker. In 1925, when Kahlo was eighteen years old,
she was involved in a near-fatal accident when the bus she was riding in collided
with a trolley. She suffered multiple, severe injuries, including a broken spine and
collarbone, which left her a full-body cast for several months. One of the bus’s
handrails also impaled Kahlo in the crash, piercing her uterus and leaving her
without the ability to have children.

As Kahlo recovered from these terrible injuries, she began painting. Painting
became her way of coping with the deep sadness that came from being bound to
her bed as she waited for her injuries to heal. (I mean, can you image spending
that much time alone?) The crash left Kahlo with serious pain that plagued her for
the rest of her life and made her feel trapped within her broken body. The bus
crash and the years of resulting pain served to inspire many of Kahlo’s paintings,
which explore the isolation and fragmentation of identity following trauma.

Although scholars often characterize her style as surrealist (characterized by a

dreamlike and sometimes morbid style), Kahlo rejected the label, stating that she
painted her reality. The vibrant colors and symbols prevalent in Kahlo’s works
reflect her Mexican heritage and still serve as powerful icons of Mexican art.

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Exercise 4. Answer T (True) or F (False)

1. She was a famous Spanish writer who created the 21 Poem.

T / F

2. She was a person whose most memorized painting was named The Blue House
T / F

3. She was a person who suffered Polio in her childhood.

T / F

4. She was a person that was characterized for her indigenous culture and art.
T / F

 TRACK 4. LISTENING

Exercise 5. While listening for the first time: You are going to hear Joanna,
George, Marianne, Julie, Sam and Eric talk about their jobs. You must decide what
they do. Match the names with the jobs.

Joanna plumber
George carpenter
Marianne police officer
Julie teacher
Sam secretary
Eric nurse

Exercise 6. Listen to the six people one more time. While you listen, check that
you have matched the right people with the right jobs. Make lists of the words and
phrases which helped you make your decisions.

1._____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________

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5. REGISTERED NURSE
 GRAMMAR

Look the next grammar information and answer the next exercise.

DESCRIPTIVE ADJECTIVES
DEFINITION
The descriptive adjectives can be simply defined as the type
of adjectives that are used to express the size, color, or
shape of a person, a thing, an animal, or a place. They are
used to provide more information to a noun by describing or
modifying it.
EXAMPLES
Responsible, authentic, dynamic, creative, co-operative,
emphatic, energetic, punctual, etc.

 SPEAKING.

Exercise 1. Answer the next question and share with your classmates.

What other Adjectives that describe job skills do you know?

_________________________________________________________________
________________________________________________________________

 WRITING

Exercise 2. Write down the things you do in a typical day. Be sure to include
all classes, sports, social events, clubs, hobbies, chores, after school jobs,
etc. (You may use the information as a reference.)

1. Write down the work skill that appears most often in your day:
Work Skill #1: ______________________________________________________

2. Write down the work skill you would most enjoy using in a job:
Work Skill #2:______________________________________________________

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3. Write down the work skill you think would be most important in getting a good
job:

Work Skill #3: _____________________________________________________

 SPEAKING

Exercise 3. Answer the next questions and share with your classmates.

1. What kind of job skills apparently your classmates possess?

_________________________________________________________________

2. What kind of job skills the nurses need to have?

_________________________________________________________________

Exercise 4. Work at home. Answer the next chart and share with your
classmates.

Time Activity Work Skill

7:00-

10:00

10:00-

13:00

13:00-

16:00

16:00-

19:00

19:00-

22:00

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READING

Read the next information and answer the next

exercises
KEY WORDS
STEPS FOR BEING A RN
Path: a course or direction
1. COMPLETE AN ACCREDITED of action or procedure
REGISTERED NURSE PROGRAM NCLEX-RN: National
Council Licensure
2. TAKE AND PASS THE NCLEX-RN Examination
EXAMINATION

3. OBTAIN A STATE LICENSE

4. OBTAIN EMPLOYMENT AS A REGISTERED NURSE

5. PURSUE ADDITIONAL TRAINING OR EDUCATION

Most registered nurses choose to specialize in one particular area of healthcare,

such as emergency care, geriatrics, informatics, or neonatal. The following table
highlights numerous concentrations available to registered nurses.

Critical Midwifery Research Anesthesia Informatics

Care
I want to work with the critically ill
and patients who are at high risk
for life-threatening conditions,
diseases, and health problems.
I want to work with pregnant
women, those trying to get
pregnant, or patients who have
just given birth.
I would like to help patients
reduce or manage pain and keep
them as comfortable as possible
during their medical care.
I like working with computers as
much as I like working with
people. I would also like to help
run computer and information
systems that monitor and manage
patient care.
I like numbers, statistics, and the
development of new medical
discoveries that help patients.

25
|

Exercise 5. According the previous information, answer the next questions

and share with your classmates.

1. What let to your decision to become a Registered Nurse?

_________________________________________________________________

2. What was your educational path?

_________________________________________________________________

3. What were some of your favorite courses and why?

_________________________________________________________________

4. What does your day-to-day work entail?

_________________________________________________________________

5. Do you have any advice for students interested in becoming registered nurse?

_________________________________________________________________

READING

Read the next information and answer the next questions.

A general practitioner or G.P. is also called a family

doctor. He or she can treat most medical problems,
but if the patient has a very serious condition, he/she
will often refer the patient to a specialist. There are
many kinds of medical specialists. For example, a
pediatrician looks after children. A gynecologist specializes in women’s medical
conditions. An obstetrician cares for pregnant women and delivers babies. A
cardiologist deals with heart problems. If you have a serious problem with your
skin, you can see a dermatologist. Surgeons perform operations. A psychiatrist
looks after people with mental and emotional problems. Dentists look after teeth
and optometrists check your eyes to see if you need glasses. If you have a
26
|

serious eye problem, you may have to see an ophthalmologist. There are many
more kinds of doctors who specialize indifferent areas of the body. Your G.P. can
determine if it is necessary to see one of these.
If you want to see your doctor, it is necessary to phone and make an appointment.
The nurse or receptionist will ask you what the problem is and may ask you to
describe your symptoms before she gives you an appointment. If you have an
appointment with a doctor and cannot make it, you must call and cancel. If you
call the doctor’s office and it is closed, there will be an answering service to take
your call. If your problem is serious, the doctor will call you back. If he/she is not
available, another doctor will be “on call”. Nowadays, walk-in clinics are
becoming very popular. You do not need an appointment to see a doctor in these
clinics. Many people use these for minor problems, particularly on weekends or
evenings when their regular doctor’s office is closed. If you have a very serious
medical problem, you can go directly to the emergency department of your
nearest hospital or call an ambulance.

Exercise 6. According the previous information, answer the next questions

and share with your classmates.

1. What does a G.P. do?

_________________________________________________________________
2. What can a G.P. do if his/her patient has a serious medical problem?
_________________________________________________________________

3. When you phone to make a doctor’s appointment, what will the nurse or
receptionist ask you?
_________________________________________________________________
4. What will happen if you call the doctor and the office is closed?
_________________________________________________________________
5. What is a walk-in clinic?

_________________________________________________________________

27
|

7. NUTRITION

 GRAMMAR

Look the next grammar information and answer the next exercises.

USE THERE IS (singular) THERE ARE (plural)

In English grammar we use “there is” or “there are” to talk about things we can
see and things that exist.
POSITIVE There is a food pyramid There are four stages in the food
pyramid.
NEGATIVE There isn’t a healthy plate. There aren’t easy diets.
QUESTION Is there a menu plan? Are there any gyms near around
No, there isn’t. There is a food here?
pyramid. Yes, there are some gyms in the
next avenue.
USING WH- How many candies are there?
QUESTIONS There aren’t any candies.

Exercise 1. Answer the next questions.

1. Are there any cherries in the food pyramid?
_____________________________
2. How many apples are there in the food
pyramid?
______________________________________
3. How many radishes are there?
______________________________________
4. Is there an orange in the food pyramid?
______________________________________
5. How many breads are there?
_________________________________________________________________

28
|

QUANTIFIERS
A quantifier is a word or phrase which is used before a noun (countable and uncountable)
to indicate the amount or quantity: ‘Some’, ‘many’, ‘a lot of’ and ‘a few’ are examples of
quantifiers.
CONTABLE NOUN UNCOUNTABLE NOUN
Count nouns refer to things that can be Noncount nouns refer to things that cannot
divided up into smaller units which are be counted because they are regarded as
separate and distinct from one another. wholes which cannot be divided into parts.
Example: Cake Example: Milk
We can use some and any with countable
nouns
We can use a few and many with countable
nouns
A lot of and lots of are used to express We do not usually use the indefinite
that there is a large quantity of article a/an with uncountable nouns. We
something cannot say “an information” or “a music”.
But we can say a “something” of:
We use lots of in positive and negative a piece of news
sentences, however it is more informal.. a bottle of water
a grain of rice
Much and Many are used to express that
there is a large quantity of something. We can use some and any with
uncountable nouns:
Much and Many are used in negative I’ve got some money.
sentences and questions. Have you got any rice?
Many is used with countable nouns
Much is used with uncountable nouns. We can use a little and much with
With the word “times” we use many uncountable nouns:
times more than a lot of times / lots of I’ve got a little money.
times. It sometimes means frequently or I haven’t got much rice.
often.
EXAMPLES OF QUANTIFIERS
 many much
 a few/few/very few ** a little/little/very little *
 a number (of) a bit (of)
 several a great deal of
 a large number of a large amount of
 a great number of a large quantity of
 a majority of
• all • no/none • any
• enough • not any • a lot of
• more/most • some • lots of
• less/least

29
|

Exercise 2. Create 4 sentences using there is and there are.

Curious data

In plurals, If a word ends in ‑s, ‑sh, ‑ch, ‑x, or ‑z, you add ‑es.
Example: Radish= Radishes

All other regular nouns can be pluralized by simply adding an -s.

Example: Apple= Apples

Example: There is a delicious spaghetti plate.

1. There is___________________________________________

2. There are_________________________________________

3. There isn´t________________________________________

4. There aren’t_______________________________________

 GRAMMAR.

Exercise 3. Create some sentences using the previous grammar and

pictures.

1. _______________________________________________(slice of pizza)

4. _____________________________________________(piece of cake)

2. __________________________________________________(candies)

5. ___________________________________________(grains of coffee)

3. ______________________________________________________(milk)

6. _____________________________________________________(water)

30
|
READING
Read the next information and answer the next exercise
1 Find your healthy
eating style Creating a
healthy style means
regularly eating a variety of foods to
get the nutrients and calories you
need. MyPlate’s tips help you create
your own healthy eating solutions—
“MyWins.”
2 Make half your plate fruits and
vegetables Eating colorful fruits and
vegetables is important because they
provide vitamins and minerals and
most are low in calories.
3 Focus on whole fruits Choose whole
fruits—fresh, frozen, dried, or canned
in 100% juice. Enjoy fruit with meals,
as snacks, or as a dessert.
4 Vary your veggies Try adding fresh,
frozen, or canned vegetables to
salads, sides, and main dishes.
Choose a variety of colorful vegetables
prepared in healthful ways: steamed,
31autéed, roasted, or raw.
5 Make half your grains whole grains
Look for whole grains listed
first or second on the
ingredients list—try oatmeal,
popcorn, whole-grain bread,
and brown rice. Limit grain-based
desserts and snacks, such as cakes,
cookies, and pastries.
6 Move to low-fat or fat-free milk or
yogurt Choose low-fat or fat-free milk,
yogurt, and soy
beverages (soymilk) to
cut back on saturated
fat. Replace sour cream, cream, and
regular cheese with low-fat yogurt,
milk, and cheese.
7 Vary your protein routine Mix up your
protein foods to include seafood, beans
and peas, unsalted nuts
and seeds, soy products,
eggs, and lean meats
and poultry. Try main dishes made with
beans or seafood like tuna salad or bean
chili.
8 Drink and eat beverages and food
with less sodium, saturated fat, and
added sugars Use the Nutrition Facts
label and ingredients list to limit items
high in sodium, saturated fat, and added
sugars. Choose vegetable oils instead of
butter, and oil-based sauces and dips
instead of ones with butter, cream, or
cheese.
9 Drink water instead of
sugary drinks Water is calorie-
free. Non-diet soda, energy or
sports drinks, and other sugar-sweetened
drinks contain a lot of calories from
added sugars and have few nutrients.
10 Everything you eat and drink
matters. The right mix of foods can
help you be healthier now and into the
future.
31
Exercise 4. According the previous information, create your own Healthy
plate. Draw and write the correct vocabulary.

For a good The fruits and

source of vegetables are the
energy and principal source of
healthy energy. Serve the half
digestion. of the plate.
Add a
quarter of
grains like
rice, potato,
bread or
tortilla.

Serve a quarter of
protein. Limit the red
meat; avoid bacon,
cold nuts, and other
processed meat.

 WRITING

Exercise 5. Answer the next questions according the previous

information.

1. What is your favorite food?

______________________________________________________________
2. What is your favorite drink?
______________________________________________________________
3. What food do you hate?
______________________________________________________________

32
 VOCABULARY

Exercise 6. Match the next words with their definitions.

1. Balance _____ a) Taking regular exercise

2. Childhood _____ b) Small amounts of food that you eat between meals

3. Diet _____ c) Sugar that the body uses for energy

4. Glucose _____ d) The time of your life when you are a child

5. Active _____ e) The correct amount of different things

6. Obesity _____ f) The type of foods that you usually eat

7. Overweight _____ g) The condition of being very fat, in a way that is not healthy

8. Snacks _____ h) Too heavy and fat

 SPEAKING

Exercise 7. Answer the next questions and share with your classmates.

1. What do you think about the strict weight standards in famous Hollywood
actresses?

_______________________________________________________________

2. What is the impact of these standards in the society?

_______________________________________________________________

2. How do you feel with yourself?

_______________________________________________________________

3. Would you like to change anything in your body?

_______________________________________________________________

33
 TRACK 5. LISTENING

Exercise 8. Read the next information and discuss with your class.
How can you become Healthy at Every Size?

HAES acknowledges that well-being and healthy

habits are more important than any number on
the scale. Participating is simple:

1. Accept your size. Love and appreciate the

body you have. Self-acceptance empowers you
to move on and make positive changes.

2. Trust yourself. We all have internal systems designed to keep us healthy and
at a healthy weight. Support your body in naturally finding its appropriate weight by
honoring its signals of hunger, fullness, and appetite.

3. Adopt healthy lifestyle habits. Develop and nurture connections with others
and look for purpose and meaning in your life. Fulfilling your social, emotional, and
spiritual needs restores food to its rightful place as a source of nourishment and
pleasure.

Find the joy in moving your body and becoming more physically vital in your
everyday life.

Eat when you're hungry, stop when you're full, and seek out pleasurable and
satisfying foods.

Tailor your tastes so that you enjoy more

nutritious foods, staying mindful that there is
plenty of room for less nutritious choices in the
context of an overall healthy diet and lifestyle.

4. Embrace size diversity. Humans come in a

variety of sizes and shapes. Open to the beauty
found across the spectrum and support others in
recognizing their unique attractiveness.

34
  TRACK 6. SPEAKING

Identifying Your Set-Point Weight and Discuss with your whole class.
Your set-point weight is:

 The weight you maintain when you listen and respond to your body's signals of

hunger and fullness.

 The weight you maintain when you don't fixate on your weight or food habits.

 The weight you keep returning to between diets.


TRACK 7. LISTENING

Exercise 9. Listen the information bringing by Dee McCaffrey.

1. What does the listening talk about?

___________________________________________
2. What are the all cinnamon’s benefits?
___________________________________________
3. What are her recommendations?
_______________________________________________________________

 TRACK 8. LISTENING

Exercise 10. Listen the Radio’s information. Then answer the corresponding
questions and share with your classmates.

What kind of foods could help you control diabetes?

________________________________________________________________
What are the benefits of these foods?
_________________________________________________________________

35
 8. HYGIENE

VOCABULARY

Exercise 1. Relate the pictures with the correct vocabulary.

a) antimicrobial

b) bacteria

c) virus

d) insolated patient

e) desinfectant

f) antibiotic

g) facemask

 GRAMMAR
What other Hygiene materials
do you know?
Look the next grammar chart and answer the next exercise.

CONNECTORS OF SEQUENCE
The Connectors of sequence are conjunctions used to join sentences or part of
sentences while expressing sequence of events or activities.
Introduction
ideas First, first of all
Sequencing
Later, next, then, after that
actions
Conclusion
Finally

 SPEAKING

Exercise 2. Answer the next questions and share with your classmates.

1. What are your common daily hygiene routines?

________________________________________________________________
________________________________________________________________

36
 WRITING

Exercise 3. Look the next pictures and write the steps of Hand washing
using the Connector of Sequence.
1.___________________________
1 2 3
2.___________________________

3.___________________________

4.___________________________
4 5 6
5.___________________________

6.___________________________

 GRAMMAR

Look the next chart and then answer the corresponding exercises.

ADVERBS OF FREQUENCY
Common questions: Have you ever…? or How often…?
The Connectors of sequence are conjunctions used to join sentences or part of sentences
while expressing sequence of events or activities.
100 % Always I always wash my hands
90% Usually I usually wear uniform
80% Normally/generally I generally obtain good grades
70% Often/frequently I often red in bed at night
50% Sometimes I sometimes go out with my partners
30% Occasionally I occasionally take a nap
10% Seldom I seldom put salt on my food
5% Hardly ever/rarely I hardly ever get angry with my parents
0% I never talk about personal problems with my
Never
partners
SUBJECT+ADVERB+MAIN VERB SUBJECT+BE+ADVERB
TIME EXPRESSIONS
Every day= all days (Monday to Sunday)
Number+times a week= different times in a week
Once a week= just one time in a week
Examples: I check my patients every day.
I go to the hospital 3 times a week.
I get immunizations once a year.

37
 WRITING

Exercise 4. According the previous information and the schedule chart

create sentences bellow.
1.__________________________________
TIME M T W TH F S S 2._________________________________
7:00AM
12:00PM 3.__________________________________
5:00PM
7:00PM 4.__________________________________
10:00PM
5.__________________________________

READING

Read the next information and answer the next exercise

Health and hygiene in the 19th century

In this letter, Florence Nightingale outlines her belief that patient health depends
on the environmental conditions in which they recover from injuries and diseases.
She recommends cleanliness and clean air – in addition to whatever directly
medical treatment the patient is undergoing.

At the time she wrote this letter, Nightingale was already a national hero – the
legendary ‘Lady With The Lamp’ of the Crimean War. While serving as a nurse in
Crimea from 1854 to 1856, she noticed that more soldiers in her care were dying
from infectious diseases than were dying from wounds. She thought this was due
to overcrowding and malnutrition, but her proposed solutions – better ventilation
and better sanitation – were effectively the foundation of modern nursing. A
talented mathematician, Nightingale spent the late 1850s proving statistically that
a concentration on sanitation and cleanliness in hospitals had a hugely beneficial
effect on patient recovery rates. International Nurses Day is celebrated every
year on Nightingale’s birthday, May 12.

38
  TRACK 9. LISTENING

Exercise 5. Listen the Transcription of the letter from Florence Nightingale

to Edwin Chadwick and answer the corresponding questions.

Upper Terrace

Hampstead

N.W.

Sept 8 / 60

Dear Mr Chadwick

I make haste to answer your question as to my experience (as an old nurse) in the
'application of the water cure to incipient consumption,' especially as it regards so
valuable a life.

1. In incipient tuberculosis, [where the object is to avoid local congestion, the water
treatment (not as a charm, as Englishwomen take medicine, but as part of a
treatment) I have seen to be most effectual, the rest of the treatment being open air
during the greater part of the day] (riding or otherwise, according to the patient's
strength), bedroom ventilation at night, diet, founded upon improved digestion, the
result of the open-air exercise, sometimes gentle gymnastics, much cold water
sponging and little wet-sheet packing.

1. What is the purpose of her letter?

________________________________________________________________

2. Could you image the Nightingale’s power authority in that time?

________________________________________________________________

3. Could you image the hygiene conditions in that century?

________________________________________________________________

39
 9. ADMINISTRATING MEDICATION

 GRAMMAR

Look the next grammar information and answer the next exercises.

GIVING INSTRUCTIONS
We use the imperative form to give orders or directions in English. We can also
use the imperative form to give a warning or advice, and (if you use “please”) to
make a request.
“Take your medicine!”
INFINITIVE
“Check the dosage!”
To make a negative imperative, put “do not” or “don’t” before
NEGATIVE the verb. (Don’t is more informal than “do not”.)

“Don’t take that pills!”

“Do not drink soda!.”

GIVING Remember: Check the medicine’s expiration day.

INSTRUCTIONS
WITH EXTRA Be careful not to … leave your medication near of children.
ADVICES
Try to … take your medication following the doctor’s
instructions.

Try not to … take soda meanwhile you take your medication.

You need to … to be carefully with the dosage.

It’s important to … to be constant and disciplined

Be sure to … take the correct medication.

Always … drink enough water.

Never … leave your medication in a hot place.

40
 WRITING

Exercise 1. According The 5 rights of medication. Give some instructions

using the previous information.

Patient:
_____________________________________

Route:
_____________________________________

Time:
_____________________________________

Dose:
_____________________________________

Drug:
_____________________________________

 WRITING

Exercise 2. Choose two partners and complete the next medication chart
according the information and materials that your teacher brings you.

PATIENT NAME DATE TIME MEDICINE DOSAGE ROUTE

/ / :
/ / :
/ /

READING

Exercise 3.Look the next Newspaper, and analyze the principal idea, then
read to complete the Tylenol’s Case Study and answer the next questions.
Then discuss the next questions with your partners.

Tylenol makers deny danger change

NEW ORLEANS (UPI)- The manufactures of

Tylenol contend only massive overdose of their
painkillers can cause severe medical problems,

41
 despite earlier reports linking the medication with permanent liver damage or
death in people who drink alcohol regularly.

The Mc Nell Consumer Products Co, issued its statement Thursday in response
to a report by a University of Minnesota researcher, Dr. Craing J. Mc Clain.

McClain told a group attending Digestive Disease Week meeting in New Orleans
this week that as few as 14 extra-strength Tylenol painkillers could cause liver
damage or death to regular drinkers.

McClain said he first noticed the medical problems in three alcoholics who used
the painkillers acetaminophen. Two of those alcoholics suffered permanent liver
damage and third died.

Tylenol is the trade name for acetaminophen, which is used alone or mixed with
other ingredients in more than 200 pain remedies.

“Only in cases where extremely large overdoses of acetaminophen have been

ingested has liver damage previously been reported. Invariably, these large
overdoses are taken with suicidal intent and such patients commonly ingest other
potentially toxic substances, including alcohol”, a company spokesman said.

 WRITING

Exercise 4. Answer the next questions according the previous information.

1. What is the article’s intention?

___________________________________________________________
2. What was the error?
___________________________________________________________
3. What should you do?
___________________________________________________________
4. What can you do to prevent this from happening again?
___________________________________________________________

42
 EXTRA RESOURCES

EXTRA RESOURCES. Cut all the line and paste. Look the example form.

43
 REFERENCES

https://www.careercruising.com/newmedia/docs/American/Activities/Activity10.p
df

http://www.learnhowtobecome.org/nurse/registered-nurse/

44
 Nursing
Risk Factors Questions

Challenge TV Trivia

Emergency Vocabulary

Risk Factors
Tell me 2 risk factors in pregnancy at more than 40 years old.
Tell me 2 risk factor in pregnancy during the childhood (less than 15 years old).
Tell me 2 risk factors in women/men with overweight.

Challenge
Free challenge by the classmates, referent to the topic.

Emergency
 what would you do if you receive in the hospital a patient with arrhythmia in a
pregnancy state?
What would you do if you receive a patient with a heart attack?
What would you do if you receive a patient with a airway obstruction?

45
Nursing Mention 3 types of nurses.
When is considerate fever?
Questions  Mention 3 signs or symptoms about pregnancy.

In the video OB/GYN what is the last name of the obstetrician Kelly?
What does the Obstetrician Kelly touch to her patient?
What is the color of her blouse in the interview?
In the video Mental Health, when the psychologist is in the street, a

TV Trivia
guy crosses the corner… what color is his t-shirt?
In a interview to August, where do you consider he is?
In the interview to Jen , she is wearing a necklace… what color is it?

In the video Hospice Nurses, the first interviewer, she has some
flowers what colors are they?
Then of this, appear some patients, how many patients they are?
How many door there are in that room?

Define by your own words who is an OBSTETRICIAN

Vocabulary Define by your own words who is a GERIATRIC NURSE

Define by your own words who is a PSHYCHIATRIST

46
 REFERENCES

https://www.choosemyplate.gov/quiz

http://townsendlab.ucdavis.edu/interventions/my-healthy-plate/

http://www.grammar.cl/Basic/Adverbs_Frequency.htm

ESL Lesson Plans from ESL-Images.com

http://www.poison.org/articles/2014-mar/otc-drug-labels

https://www.google.com.mx/search?q=tylenol+newspaper&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwig2Ouqr-
bUAhWr4IMKHSNlAysQ_AUIBigB&biw=1164&bih=847#imgrc=YbtzMD4lUAF9r
M:

http://www.cmhcm.org/provider/centrain/CenTrain-
Page2_files/Activities/Medications_Activities_All.pdf

http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2012/11/1
21115_6min_pain.shtml

https://www.nationalgeographic.org/news/health-every-size/

https://www.blubrry.com/diet/2469558/the-healing-powers-of-cinnamon/

http://www.grinningplanet.com/mp3-news/index.htm

https://www.bl.uk/victorian-britain/articles/health-and-hygiene-in-the-19th-century

http://www.bl.uk/learning/timeline/external/letterflorencetochadwick.mp3

http://www.npr.org/sections/health-shots/2012/04/04/149978690/doctors-urge-
their-colleagues-to-quit-doing-worthless-tests

http://www.listenaminute.com/d/drugs.html

47
 EXTRA VOCABULARY
1. Abogado: Lawyer
2. Agente de tránsito: traffic agent
3. Agricultor: farmer
4. Albañil: construction worker
5. Ama de casa: housewife
6. Arquitecto: architect
7. Artista: artist
8. Astronauta: astronaut
9. Astrónomo: astronomy
10. Barbero: barber
11. Biólogo: biologist
12. Bombero: Fireman
13. Botones: bellman
14. Buceador, buzo: scuba diver
15. Cajero: cashier
16. Camarógrafo: cameraman
17. Camillero: hospital porter
18. Cantante: singer
19. Capitán: captain
20. Carpintero: carpenter
21. Cartero: Mailman
22. Chófer: driver
23. Chófer de autobús: busdriver
24. Chófer de taxi: taxi driver
25. Científico: scientist
26. Cirujano: surgeon
27. Cocinero: chef
28. Contador: accountant
29. Dentista: dentist
30. Detective: detective
31. Director: Principal
32. Doctor: Doctor
33. Electricista: electrician
34. Escritor: writer
35. Fotógrafo: photographer
36. Futbolista: soccer player
37. Gerente: manager
38. Ginecólogo: gynecologist
39. Granjero: farmer
40. . Hombre de negocios:
businessman
41. Ingeniero: engineer
42. Intendente: janitor, maintenance
43. Jefe: boss
44. Juez: judge
45. Licenciado: bachelor
46. Maestro: Teacher
47. Maestro en artes marciales:
Martial arts master
48. Marinero: sailor
49. Mecánico: mechanic
50. Mesero: waiter
51. Meteorólogo: meteorologist
52. Modista: fashion designer
53. Montacargista: Forklift Operator
54. Mucama, recamarera: maid
(ayudar, serviente)
55. Músico: musician
56. Niñera: baby-sitter
57. Oficial de seguridad: security
officer
58. Oficinista: office worker
59. Paleontologo: paleontologist
60. Pediatra: pediatrician
61. . Peluquero: Hairdresser
62. Pescador: fisherman
63. Piloto: pilot
64. Pintor: painter
65. Plomero, fontanero: plumber
66. Policía: Police officer
67. Psicólogo: psychologist
68. Radiologo: radiologist
69. Religiosos: religious
70. Repartidor: delivery boy/girl
71. Reportero: journalist
72. Secretario, secretaria:
secretary
73. Socorrista, paramedico:
paramedic
74. Soldado: soldier
75. Vendedor: Seller
76. Veterinario: veterinarian
48