COURSE DESIGN

STUDY PROGRAM : D-III MIDWIFERY

COURSE : ENGLISH FOR MIDWIVES

SEMESTER :3

STANDARD COMPETENCY : Improve learners’ integrated skill to express their idea

interpersonally or transitionally in the form of communicate

actively

in English midwifery, pronounce medical terms and midwifery

properly in English

Background Information: To do before class:

Course/level: ENGLISH FOR MIDWIVES/3 Prepare pictures and
Description of Students: D-III MIDWIFERY power point
Date: November, 21st 2016 and 24th
November 2016
Basic Competency:

1.a. This course aims to giving the students

in particularly to identify language
expression of asking and filling in
patient’s medical report
1.b.The students know how to use language
expression of asking and filling in
patient’s medical report
1.c.The students apply language expression
about expression of asking and filling in
patient’s medical report
1.d. The student pronounce the vocabulary
correctly by using stress about asking and
filling in patient’s medicalreport
Learning Indicators:
The students are able to:
1.a.1 To identify about language expression
of asking and filling in patient’s medical
report
1.b.2 To know how to use language
expression of asking and filling in
patient’s medical report 1.c.3 To apply
language expression about expression of
asking and filling patient’s medical report
1.d.4 To pronounce the vocabulary correctly
about asking and filling in patient’s
medical report
Skills focus: Speaking Skill
Texts/materials: UNIT 1- Asking and
Filling in Patient’s Medical Report
Greeting:
Good…..Mr/Mrs
Good Morning
Good Afternoon
Good Evening
Patient identity:
Name
Address
Phone number
Age
Status (Good morning, Madam. How are
you today? What is your name Madam?
Where do you live? How old are you?
What is your chief complaint? Could you
spell your name,please?May i know your
status, please?Could you give me your
phone number,Madam?Could you point at
the pain?)
Patient’s Medical Report Form
 Spelling board
Grammar
Simple Present Tense
Pattern:
(+) S + V1 (s/es)+Adv
(-) S + do/does+not+V1 +Adv
(?) Do/does + S + V1 + Adv?
Do: I, you, they, we, ….. and …
Does: he, she ,it, name of people

Time Frame: Procedures: Notes:

(in minutes)
5 Whole class
Lecturer greets the students
Lecturer checks the present list, call
students’ name one by one

10
Lecturer leads the class into the topic by
asking some questions relating to the topic.
Lecturer gives a brief explanation about
asking and filling in patient’s medical
report.

Lecturer choose some student to practice an

example about asking and filling in patient’s
medical report
5 10 groups (each
Lecturer asks the student to choose other group consists of 5-6
friend and ask about other information of students)
her/him.

30
Large circle
Lecturer asks students to make 10 groups,
each group consist of 5-6 students.
Lecturer asks each group to make a short
 conversation in a task about asking and Give feedback to the
filling in patient’s medical report student about their
30 performance in using
Class discussion of conversation about language expressions
asking and filling in patient’s medical report of asking and filling
patient’s medical
Lecturer asks each group to perform it in the report
class
10
Lecturer ask students’ difficulties Large circle
Lecturer review and summarizes the lesson
Lecturer finish the class

Comments/Evaluation:

Good idea to focus feedback on using

language expressions in greeting,
introduction and leave taking; otherwise the
activity takes too much time.

Students did a great job in practicing about

asking and filling patient’s medical report .

Background Information: To do before class:

Course/level: ENGLISH FOR MIDWIVES /3 Prepare pictures and
Description of Students: D-III MIDWIFERY power point
Date: November, 28th 2016 and 1st
Desember 2016
Basic Competency:
1.a. This course aims to giving the students
in particularly toidentify expression of of
explaining medication to the patients.
1.b. The students know how to use language
expression of explaining medication to the
patients.
1.c. The student apply language expression
about explaining medication to the patients.
Learning Indicators:
The students are able to:
1.a.1 To identify language expression of
explaining medication to the patients.
1.b.2 To use the language expression about
explaining medication to the patients.
1.c.3 To apply language expression about
explaining medication to the patients.
Skills focus: Speaking Skill
Texts/materials: UNIT 3- Explaining
Medication
Midwifery Terminology:
Cessation, Embryo, Fetus, Gravid,
Nulligravida, Primigravida, Multigravida,
Para, Nullipara, Primipara, Multipara
Please, take this.......one tablet a day/ three
times a day
To reduce ......your temperature
To relieve your pain
Here are some
tablets / pills (which) you have
to take ....one
every ....eight hours.
Have you taken the medicine ?
Suggesting
You'd better....
You really should....
I suggest that you....
Grammar:
Pronouns
Personal Pronouns
 Possessives Pronouns

Time Frame: Procedures: Notes:

(in minutes)
5 Lecturer greets the students Whole class
Lecturer checks the present list, call
students’ name one by one

10 Lecturer leads the class into the topic by

asking some questions relating to the topic.
Lecturer gives a brief explanation about
Explaining Medication

5 Lecturer choose some student to practice an

example about Explaining Medication

Lecturer asks students to make 10 groups,

each group consist of 5-6 students.

30 Lecturer asks each group to make a short 10 groups (each

conversation in a task about Explaining group consists of 5-6
Medication students)

Class discussion of conversation about

asking and filling in patient’s medical report
30 Lecturer asks students to make 10 groups, Large circle
each group consist of 5-6 students.
Lecturer asks each group to make a short
conversation about Explaining Medication Give feedback to the
student about their
Class discussion of conversation about performance in using
Explaining Medication. language expressions
of Explaining
Lecturer asks each group to perform it in the Medication
 class report

10 Lecturer ask students’ difficulties Large circle

Lecturer review and summarizes the lesson
Lecturer finish the class

Comments/Evaluation:
Good idea to focus feedback on using
language expressions in greeting,
introduction and leave taking; otherwise the
activity takes too much time.

Students did a great job in practicing about

Explaining Medication

Background Information: To do before class:

Course/level: ENGLISH FOR MIDWIVES /3 Prepare pictures and
Description of Students: D-III power point
MIDWIFERY
Date: December, 8th 2016
Basic Competency:
1.a. This course aims to giving the students
in particularly to identify language
expression of giving direction to the
patients.
1.b. The students know how to use of giving
direction to the patients.
1.c. The student apply language expression
about giving direction to the patients.
Learning Indicators:
1.a.1 To identify language expression of
giving direction to the patients.
1.b.2 To use the language expression about
giving direction to the patients.
1.c.3 To apply language expression about
giving direction to the patients.
Skills focus: Speaking Skill
Texts/materials: UNIT 6- Giving Direction
Go straight
Turn right
Turn left
Right side
Left side
In front of
Go up/go down
Turn back
Next to
Between
Opposite
At the corner of
T-junction
Lobby and Reception
Emergency Room
Pharmacy
Polycinic
Radiology
Laboratory
Intensive Care Unit (ICU)
Intensive Cardiac Care Unit (ICCU)
Medical Records
Ultrasound (USG)
Labor and Delivery
Pre-Operative and Recovery
Grammar
Modal Auxilary verbs:
Can/could
May/might
Shall/should
 Will/would

Time Frame: Procedures: Notes:

(in minutes)
Lecturer greets the students
5 Whole class
Lecturer checks the present list, call
students’ name one by one

Lecturer leads the class into the topic by

10
asking some questions relating to the topic.
Lecturer gives a brief explanation about
Giving Direction

Lecturer choose one student, tell about their

self
Lecturer asks the student to choose other
friend and ask about other information of
her/him.

5 10 groups (each
Lecturer asks students to make 10 groups,
group consists of 5-6
each group consist of 5-6 students.
students)
Lecturer asks each group to make a short
conversation about Giving Direction

30 Large circle
Class discussion of conversation about
Giving Direction

30 Give feedback to the

student about their
Lecturer asks each group to perform it in the
performance in using
class
language expressions
of Giving Direction
10
Large circle
Lecturer ask students’ difficulties
Lecturer review and summarizes the lesson
 Lecturer finish the class

Comments/Evaluation:
Good idea to focus feedback on using
language expressions in greeting,
introduction and leave taking; otherwise the
activity takes too much time.

Students did a great job in practicing about

Giving Direction

Azar, Betty S. 2002. Understanding and Using English Grammar 3rd Edition.

London:Longman.

Bull, Victoria. 2008. Oxford Learner’s Pocket Dictionary 4th Edition. OUP Oxford

Kerr, Rosalie and Jennifer Smith. 1978. Nursing Science. London : Longman Group, Ltd.

Murphy, Raymond. 1998. English Grammar In Use 2nd Edition. Cambridge University

Press.

Ratnadi, Ni Nyoman Ari. 2015. Modul English I Practices DIII Kebidanan. Singaraja:

STIKES Buleleng.

Susilowati, Eka et.al. 2016. English for Spesific Purposes, English for Health. Jogyakarta:

Pustaka Baru Press

Yulianingsih et. Al. 2009. Daily English for Nurses, Midwives & Doctors. Jogyakarta:

Mocomedika