Nursing 1 Teacher Book dla uczniów i studentów

..,.. � Additional activity (weaker student.<) Play lht> f!'rntdingagaiu and ask the tollowingqu<'l1ons What happen, ifyou mix typt·A anc/ type B b/ood? (Ili, tPd blood Lclbjoin togcthPt 01 ·c1unip') I clumpmg goocl or /Jad? {bnd il nwnn' the blood1s not mov111g, .1nd thP pnt1ent wouldd1e) /< ,t OK In rm" lypPO wit/1 'Yf"' /1> H0w do you know> (yc�-l>e, lll�l' I he red blood celb kl'l'P moving. lhey don'ldump) W/wt term ,s used tode„ cnb1 typpO?(lh,' uniw1�<1l donor) Whot doyou t/1,nk·u111versa/'meam heff> (,t', for "VPryore, you ,·a11 ,"1v1 ,t t0.iii li , ol11Pr blood lype.J f'efo1 �tudc>nts to the nN, 1n th, p 111a1gmu11p.70fu, ""'" ,nlo,11,.11,.,11,111 bi,,od gruup, Listening 1 Bloodtypes 1-2 (i;) Play the recording through so that students can awwe, Lu questions. 0-,,.. 1 a= type A+ type B b = type O I type A 2 type O Writing Describing bloodcells Blood 39 1 Get studcnts to descnbc what they se< m the p1cturc� and 1dentify the types of hlood cdb 0-,,.. = platelets b- whiteblood cells a=' red blood celIs 2 De111onstralP I ile mcan1ngs of cirrnlm. recta119ulw rlnd ova/ by drawinp, thf.-' �h,1pt>� on Ihe board Expiainplasma {thealmost colourlcss part of blood tn which thPblood cells float). Read the dcscnpt1on aloud whlie studcnts look at the diagram. Gct students to raise theirhands when they hear a m1stakc and call on individuals to correcl it 0-,,.. ł+ghl � � dark irregular <,rnaller 3 Studenls could do th1s aloneor in pairs_ Circulale wh1le sludents are writing and ass1st if necessary. Gcl some students Io read lheir descriptions aloud white therest of the class checks !hat il is t !ear by checking il against the diagram as thcy listen_ O-W Possible answer There are many red blood cclls in the diagram There are more white blood cells than normal. The centres of someofthesecells are irregular in shape.There cire no platelets in this drop ofblood

40 Unii 9 WithweJker students, pract1s1 �.=iyingth<' dates in the< nart beforetl,ey�t,irl thP ,1cl1v1ty C Additional activity (ull leve/r' l ,,, thl'cornplcted 111lormat1on cha,t Io I tilda cl tssqtJl7 [l1vicl<'..tudt·nt� 111totwo t�.1ms (;1w·tlv m 1 fpw1Prnuh• lnrP,1cl thP mformation. tlwn closr•t�1P1r book� /sk que tmns aboul 1t,to, P> ..-ir11plf' Wł111/ did Willmm Osilt:r 1dentify> W/1n1 welf' 1 last1L blood ba,Js dC's1u11ed? W/wt hapµened totl1eµut,ent., ,n tli!'f,r�t b/uo.1 transftmon>Ptr Tcam�Wll'd po,ntfm 1°1, hcmrect,,n�werllwyi C Additional activity ( lronqe,ludent·; A��1gn �tud,•111 to hnd 011 uli ,ornr otthP intorm«t1u11 vero 111 tlw jp1::okmgclk,rt. ,me! wnti ;lą,rtr�·po,tur ! IV( i.. I t,�)11(1 Il " kL·L'p t11L' fows ontlle topK of th..,unit ,11 f ,rwcake1 ·;tud,·nb.gl'I ,tutlcnh tuwril!• f 1t ls only aboul bloocl. Alter11,1llvely,gLI ,t.1dc11l•, wnlP only<11Joul ,,!11e, lopiL, ,0ve1,•d 111 p1c-v10... unit Speakingl Read theinstructions with the whole class to make surethcy undersland whrJt to do WhilPstuden!s ;ue drawingtheir p1ctures,circulate andassisl if necess,ny /ltow students to use theirdictionanestohelp them with any new vocabulary Make sure studentsuse thrir drawings. rather than the wordsin theSpeaking section,to help them rememher their mlormat10n Listening 2 Abloodtest 1 Studenls usPdictionaries il rwcessr1ry to hPlpthern complete the text O.,.. l red blood cells 2 oxygen 3 haemoglobin 4 white blood c_eils 5 infec_tion 6 plateletc, 7 ciot 2 (;i Studrnb lL!>trnand takr notrs Chrck answrn, hy grtling studentsto m.ikt. cornpletc �entencrs.for Lxc1mpk Th<' pntient]<'eis t,red. rlc O.,.. l tired 2 five millilitres :S Sheisa liltle bit anaemic. 4 3.9 miIlion 5 Shecan take iron supplementc, 6 normal 7 a little high 8 normaI Language spot Zero andFirst Conditional Work through thenotes with studeuts,getting them to readthe example sentences aloud. Students do the underlmmg task w1lh the hstcnmg scnpt in pairs. Check answers with thewholeclass. O.,.. Zero Conditionaf I want to show you whathappensifyou m1x the wrong typesof blood;Wh.1t happens ifyou g1ve type A totype B1; Now the blood stopsmoving if the red cells clump; ...ifthe blood stopsmoving,the patient dies; ...ifwe have an emergPncy, we u<,ually use type O. First Conditional lfyou add a drop oftype A,you'II see howthey react together; if we put a little of blood type O into more type A,we'II see the difference. 1 Studenb do th1s indiv1dually or in pairs. Get students to read the completed :,C'ntencesaloud. O.,.. 1 'li tell 2 stops 3 'li help 4 have.is 5 doesn't get.'li die 6 lake,'11 sleep 2 CirculatP whiIP sludenlsare wril111g andassisl ifnecess..iry. 3 Gd sturlPnts to shr1re IhPir scntPnces with thewhole class Body bits The heart Sludenls wmk m pairs,using dictionaries ifneces<;ary. rheck answt'fs with the whole class. Practisr pronunciat1on ofthe key word . for ex,nnple aorta c,':u';,,,atrium ·nri:,m ,pulmo11ary pu1'1110"11,,r1 venllicif' ,�·n1nl.J tricuspid tr,11·1-. ,spid,. etc.Thf'n gel students to rnwr the tex! and use only the diagram Io explainthe workingsot the hc<lrl

42 Unit 10 Background Palliative care or hospice care, which supports dying pcople and thei1 rclat1vcs but docs not lry to curc.is a rclatively new devclopmcnt in rnccticinc. ln lhc past. to conccntratc noton cunng but on rnaking a terminally iii paticnl comfortable was scen as'giving up·. Now the apprnach is Lo acccpl the dy111g proclaSs, a1,ci to focus on supporting pahcnt Andf<1mily tornpt· with the rt'dJifo,,; of aterminal condition fiorn ciiagnos1s throughtreatment. death, and hercavernent An importanl aspect of palliative rarc is the allev1ation of µain,and prnctihoneis who work u1 th1sfield have dC'velopcci ways ofusmg cirugs such as Morphine to rcliC'vPpain whdc atthesame time maintammg a paliC'nl's full facult,es. Pall1ativc care also make!> use of ;1Jternattve treatrnents that can help w1th pain management, such as relaxalion therapy, rna�sage. and music the,apy The reality of long. clcb1litatingte, minaI illncsses raises the issue of euthanasia, ,rnd tht· <.juestions are always l>eing askecl: bita morał ad to help a suffe,ing person end Scrub up theirlife.or is il immoral? Shouldsome form of Puthanasia bepermitteci,or shouldit be regarctec as rnurder? The moml'nl of clt•athhas always been difficull lo dl'fint· because therc arf' somany arcounts of people'dy,ng' and then roming back to lite. One ctefinition of deathis when !wart ,rnc hreathmgstop. butsome meciical tra111mg rnanuals �tatcthat a person Lannol be assumeci to be deaci un)p•�s 1t 1s peitectly obv1ow, for example, in the case of dccapitation, or the onset of rigo1 mortis (the harciening ot rnuscles). This meansthat ernergency paramedicsfm example. 111ustcontmue all attemptsto rcsusc1late unlil deathon arrival isconfi1med by a hospital doctor. When a patient dies in hospital, 11ursing staff providc post-mortemcare.This is a set proccdurc which inductes makmg rccorcis and prepanng thebody for rclativcs Post rnortem care vanes accord,ng to cullureandrehgion, and whether or not there is going tobe an autopsy to get rnorc informalion about the eause ofdeath !� "1h11 I. n .łv1111dt 1ft ·meni Pre teach fJuncd, cremal,on.Juneml Write any useful vocabulary on the board. for exampleqmve,cemetery. cremntorium burial<.1L rt·n,011 1 J" 1tul I lh1 �,ou ' crernation d lC'll lllOlly wł·· .. ł · I ,,,·J funeraI a n,rernr,11ywr- J cl• "' t,n,1y, ł•11nrd n, t111n f: rl,llP th.1l „m, llWllV•� il r·uph(•llli<;tn ,., •'xpr...«•nn lh.it ",oftpr or I, -� dm•r I. .-1 r1 IS ,.,,.,1 In rdt'r tn <;nnll'lt,lflf; rl1ffic 11lt I ,mr"'••· l nt) "1.u ,11„1yWISh t0 rl,,c u, ,nilr1t Llłphl·n11•.111'", 111 ,,1uh·r1t·, c1vvn I HlL llcl�L'� Vocabulary Talkingabout dying 1 Rcc1d thf' worcls on the left aloud and get �tuclentsto repeat Lhem afteryou, thccking for appropriat€'stress arni pronunciation 0-,.. le 2a 36 4g 5d 6h 7f 8c 2 Stucl(•11tsmmplt'l<' tht· sentcnces in rairs. Check answers by getting �lucents to read the completed scntences alouct. 0-,.. 1 coma 2 life-support 3 mortuary 4passed away 5 fata[ 6 post mortem 7 went downhill 8 Lcrmtnal 3 Sturlcnts work in pa,rs orgroups. lf possible, start by telhng a story yoursclf l::arhg10upthen chooses one story toreport back to the whole class.

l 46 lJnit 11 Background Long betore lcnses rnadc 1t po�s1hl1· tu :,l'L ancl undersl;rnd rmcroscopir organisrns, di:; ,i�c wr1• 1·xµla11w<l in tt-'rrns of the supPrnatural Thmgs he< arne morf' ,ucntifit durmg the Middle Age� with Hv· w1cl1•spn >cl a r P)'l:mr<' ot the Miasma theory ot discas, l'h1s Wd., tł e bC:'licl lhc1l ..rnelly gases frnm dc>raying n'att ,avt ni I > 111ncss, ,rnd t-xplairwd the eprckn , th:1I ll,rn°d up m thefilthy. ,;tinking pia,,, inh,1brkd hy Iht· pour Wile n /nton van Lccuwenhot'k (161" 1 /, dPvi--lPpect ITIH w rnpL·:-., he mtrodun•cl tlH· w01lcl tu 1111cro organ1 rn� and lhl'lf rolt-' lll d1seasP, ;rnd prepared Ihe way fot Ihr: mode1n Germ 1heory 1hat brougilt about rnajor changc>s to medical pract1ccs GPrrn theory b considered lhC:' smglc> most 1mportant rontribution hy łhescience of m1crob1ology to the generał weliaIP otthe wortd's people The story ofhow f,lorence Nightingale applied knowledge of the ex1stence of micro organisms has hecorne .111 rmhlem fot hospital prartices Sheclcmonstralcd howhyg1e1wrule dcctn sewers. and wnt1laterl wards could 1.hdmdtically tPduce hosp1tal Scrub up deal hs. arni her approac:h Io hyg1c1w Iorrn:. thebas1s of modern nursing. Germ theory ledto the developmenl ot publ1c<·anitał1on andanl1biotics. /ntlbiotJcs kill badcria and have saved mili1ons of live:-.. but the problem w1th them islhalthey don't k1ll ,dl bactena and thesurvivorsrcproduce,passing on thci1rcs1stancc Thbbccome, a cydc in wtnch ever more powcrtul anlilnot1rs have to be use<l against ever morc powcrful bacte11.1 A„ long ��go ,1s 194'>. ..,, 1enlist, !ikt: Alt0xancler Fleming warned lhat the> rni,use of ant1b10t1r<: coulct leadlo a s1tuationin wh1ch modern rncdic11w would be unahic to treał common 1nfcct1ow diseases.Ovc·rusi ofłhcrnan<I misuse ofthem (against viruses.for example) along wiłh their presence m the human foorl chain via meat arni fruit (pul Iherc by modern agricull uralpract1ces) haveled to the sprcad ofbacleria which can rcsistpresc>nt antibiotic:-.. Thesebacteria are collectively known as Metluc1llin res1stant Staphylococcus aureus (MRS/) MRS/ 1s a major thrcat. llis potentially fata! an<l sprea<lsfastthrough hospitals. * Tip hyg1eneth, pt,l (il,, nf kt•1·plllf Fxplain or clint łhL: rnca111ng of hygzen('. , 1,.,111,n riro.-, lrJ prPvt'nl 1llrw,, ,1 (I,.,..,_ C Additional activity 111/1 /c V('/ ' c t�tufh-11t� tu.te�, ni"·, .,, h 11L:111 ,11Hl I ew 1t b «�<'cl. for, Ą,1r1pl,· T/1cv·1,- m,•d 1 11 d, y111q yow /land, aftl'r y,,u·vewmlred tllL ni (p;iper towd ).ft' <ł /rmp w11twr1u 1l.:1thol<i 1vr1trr{buck!'ll,Ptc B1·•n1•c11Jlr Ir t!Pvr1bł' �ornPthmg whc>n Ih,'y dnn'f know th1 exact wor<I 1� .ł usr·frd si " tor •,t11d1:nh lvd..,velup. .,tudf'nb rornpl<'te thf' qu12 111 p�11rs. Check answers wrth the whole class Ask if students are surprrsed by any of the answers O-W b 2 h 3 c{ltiscauscdbyavirus.) 4 b 5 a 6 a 7 d 8 a Vocabulary Hygieneequipment 1 Say the worcls aloucl and gct st1rdcnts to rcpcał them aflcr you. Do the rn,:1tch1ng łask with the whole das�. O-W bin - b bucket = ( cloth = J mop= d sink = a clinical wa�te di�posal bag = f detergent= 1 disposablc gloves = h papertowcls = e soap dispcnscr = g

� Additional activity (all /eve/s) Getstudt>nts tothinkabout personal hyg1erw and hygtenc aroundthe home for ex:imple in the kitchen. b;ithroom. etL. Workmg 1n pairs or small groupi.. studc:nls prepme a Ibi of hygl!'ne gL,iddmes for :-i wehsile tor llw P,f'llt'I ;i I p11hli � Additional activity 'w,·nkn.,t11rln,t.•,1 Wlwn �lud..-nts kwe f1nishc-J 2 • ·vtsror.y.el th, mtoclo,c tlw1r b,-"'k c•e",l thett·xt alOL,d sentc11ce by enknc1 l•,tvinga pausC'1nthe pl,1n· ol one· wc>rd · tuderL t„I1 yot1 what tIIC' m1,,i11e worcl r • �nr Pl<iHllplr Id<u·veryth111gpm�1b/e Ir; [pau ] andcu1l10I in/l'ctro11 (prevent) C Additional activity (weuk:c, ,tudn1t,) Studcr.b work in 111,111 f:ru,q,. ami 1 "re twolh1np,.., ll'<'Y hr/w and twe llrrng· tlr!'ydon'llwvc todotoday. willi ., short< xplaniltron. Io• t'X,IP ple/ /111w In :JO tn 1/1, /,nnA• 1 łwve no1110111•v., , t,/c>11·1 /iovr, rn walk finnw /'n, C)0/1111 . ,tc/1 /Iw t111u1., lt _ Hygiene 47 2 Students completc the exercise, using the1r dictionaries1fncccssary. Chcrk answeis by getting sludents to read thecomplctcrl senknccs aloud Chcck !hat sludents strcss thetarget vocabulary corrcctly hy wntmg the words011 ll1eboard and markingthe stress,for example contam,nalwn ••••• O,.. l antirnicrobial agent 2 swab 5resistanl 6 contamination Listeningl A hygiene report 3 pathogen, 7 disinfectant 4susceptible 8 '>polles'> 1 � Bcforesludents listen.gc>l then1 to bramstormthe kmd of thmgsthai need to happcn on a hospital ward cvery day in order to keep 1tclea11.Then rcad the qucstions aloud and play the rccording through once Check answers with the whole class. O-W 1 The ward got a bad score. 2The sister says thatthe ward was inspected mid-rnorning, whichis a bad time,and that they arc short staffed. 2 � Studentstry to completethesenlencesbetore they hstenagain. Play the recor<ling once morc.then checkanswerswiththe whole class O-W l are not 2arcnot 3 once 4 once 5more than 30 6 good 7 always lt's myjob 1 Check answers 1n a whole class feedback session. Jl students have any pt>rsonal expcrience of hygiene procedures on a ward, get them to share the,c w1ththe whole class. 2 �ludents rcad the lext and underlrncthe a11swers to the queslions, then cnrnp::ire lhPir :rnSWt'fS w1th apartner Check a11swers with the whole class. f'ocus atlcnt1on onthe cxprcssion set ogoocl Pxompleand gct :-.tudents to explai11 what they undersland by this (she hehaves in a way that othcr people can copy, 1 c. �he always follows hygiene proc-edures herself). O-W l �ister 7 handhygiene 3 Because she controls the wardbudgets. 4By encouraging staffto think about infection and by settinp, a good example. Language spot Talking aboutobligation 1 Students work in pairs. Chec-k answP,� wtlh the whole d:is!- 0-,.. lt 2a 3b 4d 5c. Ge

� Additional activity {:;Ironge, �Iudenl.} Get studcnb.forhom!'work.to rc�c;i,d, rnore typc of drug�. for l'xampk NSAllh (non �tieruid,d .mti mflar11111dtu1y drugs) d1urect1cs. hf't<1 hlocker�.cll" Thcy can expla,n the funrt1011 of lllbc in ll1l' ncxl cła�� Additional activity (weake, studcnts} S0111estudents may t1nd thC'1< 1· ,i k)l ot new vorabulary hen:· ro pr<'v1tk .c,1111 ron�ol1dJl1on iJlld <'Xll�l pr,111,c, """li( thr·vcw;:ibulary .1rt1v1t 11 beluv. Jłknl ,_;111 pldy lhl'III d g;111, ' 1111 w1nn111g potni kll lor,,,, .111 ,v, Tr,, hc•lk�µelhng,w11lc .u 1rnblnl versIon�ol 1111• w(1rd< 1 11 tIu• h,i,ml and gPI �ludcnt� 10 u11 <r:J.n1l>1< ..<•111 G1vt ,tudcnl�dd1111tu ni thc·wnn.b,Jncl er-I ll1Pm to gue� Ihe 111:1tcl11111�wnnl. 101 cxctrnple /111, •� a kmJ ojrr,·am lupul o/I Clił. Olfllmenl): t/11s,.,,, tJU!G!.f<'. howl'! mnvement., (laxalivc). t/11, bi/� hodr·,ia (anlibiolic) you use tfHs torpvc,njl'Ction, 1<ynnge).c•lr Wnte•,onw n1 Ihf' Iclrgct vocal>ul.11y ,>r1 tlw hnar<.l ,md g<'I �tu,krll, Io 11•;c 1t 111,1 Jt:nlt-11C, . lln.:y must pro/lott1ltt· thewurd umt•clly and U'i<: ,t <1ppropnal<>ly lowill ,1 pmnt 1/rlh WP,1k,•r �t,10,-,nt<.,p,H1'!' tf1f,rt'corrlir1g .lftcr l'dtlJ rlll'l' l>f lllfol'tll,IIIOll IogrvP -;tuJ<·rlh 1110rl linIl' t<,WI1k 1h('11 ,111·,wrr�. Vocabulary Types and forms of medication 1 Do I h,�asa whole class activrly Medicat1on 59 O,.. 1 An antibiotic 2 An inoculation 3 / painkiller 4 Ar1 ,inf1-i11flamrn,:itory 5 / laxative 6A supplemcn1 7 /n antihistaminc 8 A stimulant 9 An antidepressant 10 A sedat1ve 2 ::,trPssed syllables are marked ::tbove. 3 O,.. Possible answers a-inoculation (used in advance to prevent the disease), b-antibiotic / anti-inflarnmatory, c- antih1staminc, d- st1mulant, e-painkiller, f- laxative, g- supplement {vitamin C), h- antihistamine 4 Check answers by getting studentsto say the word and the number of the rnatching piclure_ Get them to thmk about whi,h syllableis stressed_ Help lhern ifnecessary and gelthem to pronounce the words wilhexaggcrated si l'PSS. 0-,.. Id 2b 3a 4c 5 6f 7e 8g 9h Listening Patient medication 1 <c,> Re;icl the lilble with sludents before lhey listen. Check answers by getting :-.Iud<-'nls tu make cnrnplele se::ntences, for ex<1mple {Mr Gupta) has {abdnminal r10,n). Ile is be,119 trealed with {a pmnk,1/n). o,.. MrGupta abdominal pain painkiller MrGill respiratory traci infection antibiotic MrSawyer constipation laxative MrThomas skin infection antibiotic MrCheong allergy antihislarnine 2 (,i Chcd answers by askmg students Whal is MrCupta's rlosage? etc. They should be ableto readthe name ol lhe medicalion and the arnount dcarly and tluently. lfnecrssilry, play therecordingagain so that studentscan hear the tcrrns in contexl O-w 1 30,4 2 600,4 315,3 4 250,6 5 10,8

homeopathy a sy�tc.:rn uftre.lt1ng d1�t•,1w; or condit1on'> us111gvery small ,1r11ounts of the subslan(t' thal c<1uses the di',<'<l'>I.: or cond,t1011./ horncop;t!li 1nlervwwsthe r,aticnt In det.:11I tof111d out.1tJouttlie11 co11dit1on and o:11.>oul the11 life'>Lyle. personality, etc ht:>fore rlec 1d111g nn tIw trealmt'nt Thl' Ir1::,:1trne11tw11l,1tlL'mpt tu deal w1th the causc of the problem in order tocure thesyn1ptorn;. conventional medicinetht:' methocb of lrliltmentot disc-a'>t' <111d 1111urythat arc Laught ,-tnd used 111 the W<-;I Dr ugs, �11rgcry, .ind a 1a11g1: of therap,es ;11c 11�•:tl. ,ind praclit1on1.:,s 111u„t havea qu,:1l1tic ,:1[1011 from d recogn,lcd mt·dic.al college. lf students 11eerl tofind oul more ,:1boul ho111cop<1thy and/ or conwnt1onc1I 1necliune,�et th1s JS J homcwork task l1efo1<' the le��o11 Llcto,l �Iudt-nlscło.', lt-ilc hort'lic n ,oine exp1P�SiOr1� thl'yc ,11111,p 111 I hen rf"l u,,i,>n toexch<111ge 1dc•<1�..1gll't'.,111d tli�<1gree.fllr tc1<,rn1pl( In my Vll"W 'opi111011 I tlunk /'(/a<jtCC w1t/1 )!Oli 011 Ihol T/10I mny /.Je fwr/Jut Bul whot a/.Joul Idon'/ f/11nkyou t011 viy t/10/ 1·111110/ 111,cahouttJ,at I 11011'1 thml< �•, Alternative treatrnents 65 Bodybits Mind and body therapies Students work in pai rs, usingdictionaries ifnecessary. Cl1eck answers with the whole dass by getting them to read the completed sentences aloud Check pronunciation of the treatments. 0-,,. 1 scent 2 concentrate 3 wrinkles 4 fingers 5 pressure 6 beneficial 7 contact 8 posture 9 habits 10 rnental 11 scalp 12 hair 13 Arljustrnents 14 operation 15 herbs 16 properties 17 pressure 18 practitioner Speaking 2 1 Get studl:nts tolook at the picture and dcscribe wh:-it they c.:1n see Get them totell yo11 bncfly what horncopathy ts. Whilc students are completing the table. cireulate and assist if necessary Tr1kc whole cla�s feedback on studcnts'ideas. 2 Circulate while students are speaking ;:ind make a note oranycommon rnistakes forrcrnedial leachinglater. At the end ofthediscussion.takea class vote on whether the patient should see a doctor,a homeopath,or both. Checklist Go throughthe checklisl w1th students. Get them to tell you wtnch ::ictiv1t1es ,n tht• uni1 helped them pract1seeachpoint. Ask studentsto tick the points they 1eel they can perform. Ask the class if they need more practice in any of the areas. Keywords Go through the hstof words tocheck students'understand,ng.

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