Vietnam National University

University of Languages and International Studies

APPLIED LINGUISTICS
Final Assignment: Designing syllabus
 Nguyễn Thị Oanh - 20045285
Hoàng Vũ Liên Trang - 20045295

APPLIED LINGUISTICS - FINAL ASSIGNMENT

COURSE GUIDE: English for Nursing
1. Description of scenario:

A group of East Asian care-home workers are working in a rest home and hospitality for the elderly in an English Speaking country.
Most of them have problems with their pronunciation and poor accents when communicating with patients. As a consequence, patients
have a lot of difficulty in understanding the care workers

2. Description of Learners:

Learners description: a small group of formerly nurses

● Number: 16 (female: 10; male: 6)

● Nationality: Japanese
● Age: 25 – 35 (adult learners)
● Qualification: Intermediate
● Workplace: in a rest home and hospital facility for the elderly
● Role: looking after the physical and emotional needs of the elderly residents
● Problems: these workers have problems with their poor pronunciation and unintelligible accents
● Students’ Need: produce individual sound correctly with clear accents
● Students’ Lack: pronounce some sounds: /d/, /s/, /l/, /r/ incorrectly, unclear accent and wrong individual sounds
● Students’ Want: communicate with patients like native speakers with natural accents, meet no language barrier and improve
speaking skills in general
3. Course description and objectives

3.1. Course description:

- Time: 9 weeks; 2 lessons per week; 2 hours per lesson.

- Level: B1

- Focused skills/strategies: Vocabulary, Pronunciation & Speaking => communicative/interaction skill-based

3.2. Course objectives

By the end of the course:

In terms of knowledge, learners will be able to:

+ use vocabulary to describe a problem

+ apply structures learnt in real situations

In terms of skills, learners will be able to:

+ produce clear accent and individual sounds with reasonable intonation

+ work in group work effectively
+ pronounce some sounds that are usually hard for Japanese correctly: /d/, /s/, /l/, /r/

In terms of attitude, learners will be able to:

+ have positive attitude towards the lesson and practice actively
+ have an interest in using and applying learnt structures to practice confidently
4. Material & Supplementary:

- Course Book:
+ Wright, R., Cagnol, B., & Symonds, M. S. (2013). English for nursing 1: Course book. Harlow: Pearson Education
Limited.
+ Hancock, M. (2012). English Pronunciation in Use. Intermediate. Cambridge: Cambridge University Press.

- Material Evaluation:
1, Skill-focused material:
Cambridge English Pronunciation in Use Intermediate Level (Mark Hancock)

Criteria Subjective Analysis Objective Analysis

1. Aims ● Helps learners to improve pronunciation ● Helps learners to work on pronunciation,

and accents: They can produce clear for both speaking skill and understanding.
sounds and achieve effective
communication with the native patients

2. Content

2A.Language ● Notional/functional ● Structural:

description → helps learners achieve the purpose of A structural syllabus

communicative act for nurses. (described in phonological terms) provides the


2B.Language points Focus on:
● How to pronounce sounds in English
● How to stress a word and a sentence
● Use suitable intonation (Rising / Falling
Intonation/Patient-friendly) or accents in
communicating with the patients
learners with a systematic description of the
generative core of language
+ 4 sections with 4 main topics
+ In each section: smaller/specific topics
about sounds, stress, connected speech
and others reference
→ helps learners to have an overview and
organize their knowledge of the language.
60 units are divided into 4 sections:
● Section A: How to say and spell
Individual sounds ( /b/, /p/,.. )
● Section B: Connected speech
● Section C: Word stress and Intonation
(pronunciation) in conversation.
● Section D:
- Introduction to phonemic symbols.
- Pronunciation test.
- Guide for speakers of specific
language.
- Sound pairs
 - Sentence stress phrasebook
- Glossary

2C. The proportion of ● The major proportion of work on macro ● Two skills are focused: speaking and
work on macro-skill skills is given for speaking skill as well listening:
as listening skill because East Asian - In each unit, listening and speaking are
nurses need to improve their exploited quite equally:
pronunciation and speaking skill for + Explanation and guidance: the learners
more effective communication with their have to listen to the sounds → repeat
patients.
those sounds
+ Listening exercises go with follow-up
speaking tasks.
+ Others are practices based on learners’
comprehension (identify the word with
the different sound….)

2D. Micro Skills ● Micro skills should be exploited to ● Speaking skill:

develop speaking skills in four aspects: + Rising/ Falling intonation, Word Stress,
pronunciation, discourse management, Sentence stress, rhythmic patterns
 grammatical accuracy, vocabulary use. + Pronounce sounds of a language clearly
● Pronunciation: enough → people can distinguish them
+ Imitating rising /falling intonation.
+ Use suitable quotes/words/phrases
+ Recording word stress/ sentence stress /
intonation
● Listening skill:
● Speaking skill:
+ Listen for specific words/sounds
+ Role play
+ Recognize/distinguish individual
+ Making presentation
sounds/words
+ Pair work
+ Recognize English stress patterns, words
+ Recording
in stresses and unstressed positions,
+ Shadowing: Iminate the accent of native
intonations
speaker.
+ Recognize functions of words/ process
● Discourse management:
speech (pauses, ..)
+ Audio Lingual
+ Role play
● Guess the sounds of the words
+ Practice with native speaker

2E.Text types ● Conversation with patients ● Dialogues

● Deliver notice ● Visual texts
● Medical record delivery ● Phonetic translation
2F.Subject-matter ● Communication in nursing X
areas

2G. Content ● Around language points: ● Around language points: 60 units are
organization in the + How to pronounce sounds in English divided into 4 sections with a specific
course + How to stress in a word and a sentence topic:
+ Use suitable intonation (falling/rising + Letters and sounds
intonation) or accents in communicating. + Syllables, words and sentences stress
+ Conversation
Each topic has relevant tasks in terms of + Reference

speaking and listening → learners produce

their language.
Each unit has a variety of exercises to practice
(receptive and productive practice)

2H. Content ● Allow a clear focus on a particular topic ● Allow a clear focus on: a different point
organization in the in each unit: of pronunciation in each unit (60 units -
unit + Explanation and examples: give common divided into 4 sections)
structures, vocabulary in communication + Section A: How to say and spell
with the patients. Individual sounds ( /b/, /p/,.. )
+ Section B: Connected speech
 + Exercises to practice in terms of: + Section C: Word stress and Intonation
speaking or listening. (pronunciation) in conversation
- Section D:
+ Introduction to phonemic symbols
+ Pronunciation test
+ Guide for speakers of specific language
+ Sound pairs
+ Sentence stress phrasebook
+ Glossary

● Each unit has two pages:

+ The left one: explanation and examples
for the topic.
+ The right one: exercises (listening or
speaking..)

2I. Content sequence ● Surround language points ● Surround language points

in the course ● Easy => difficult ● Easy => difficult
● Sounds => words => sentences => ● Sounds => words => sentences =>
conversation conversation
2J. Content sequence ● Language-focused input => meaning- ● Language-focused input
in the unit focused input => meaning-focused
output => fluency development

3. Methodology

3A.Theories of ● Cognitive: ● Cognitive:

learning - Learners are expected to be active - Learners are expected to develop their
participants in the learning process. learning through solving exercises (most
- Individuals process and construct their exercises in this book are suitable for
own understanding of a topic based on working individually: record a video to
their past experiences and knowledge practice pronouncing sounds..)
(these learners are qualified nurses with → Learners tend to be active and construct
intermediate English level) their own knowledge in the learning process
- Learners are also believed to enhance
in order to gain their targets.
their pronunciation through problem
solving tasks relating to their career
(caring the patients).

3B.Learner’s ● Improve aspects of pronunciation: ● Enhance pronouncing individual sounds

expectations -Word/sentence stress ● Improve word stress and intonation
-Suitable accents ● Identify learners’ pronunciation problems
-Sounds pronunciation
● Have no difficulty in conveying ideas

to the patients → effective

communication.

3C.Necessary ● Guided → free ● Language/skills practice

tasks/exercises ● Language/skills practice → ● Individual/pair work
● Language/skills based
● Language/skills use
→ After explanation of feedback from T,
● Whole class/Group/Individual
→ Learners can get immediate feedback or learners solve exercises in each unit

guidance from T → practice some individually (complete the conversation, listen

exercises/dialogues: these kinds of exercise to the record..) or work in pairs when making
dialogues.
may be completed in terms of pair work,
Then, learners will practice spelling or
group work or individual.
pronouncing sounds/words/… by listening to
 the record again ( may be at home) → improve

their skills (listening and speaking)

3D.Teaching-learning ● Individual ● Individual

techniques ● Pairs
● Groups
● Whole class

3E. Teaching aids ● Projector ● Recordings

● Recordings ● Visuals
● Videos

3F. Teaching ● Problems → needs → aims ● Not available

guidance/Support ● List of language points
● Activity resource
● Test & assessment resources

3G. Material ● Flexible ● Not Flexible

flexibility - Cannot be used without cassettes.
- The order strictly follows pronunciation
units => Hard to change the order of the
units.
2, Language points focused material:
English for Nursing 1 (Intermediate) (Ros Wright and Bethany Cagnol)

Criteria Subjective Analysis Objective Analysis

1. Aims ● Improving learners’ pronunciation and ● Providing learners with common

accent situations of conversations and clearly
● Helping learners communicate defined language relevant to students’
effectively with the elderly in the rest needs.
home

2. Content

2A. Language ● Notional-Functional language ● Notional-Functional linguistic

description description should be used to help descriptions
learners achieve the purpose of
communicative act for nurses. ● Linguistics devices are exploited to
perform various communicative
● Integrated language description functions: Describing hospital
apartments, Explaining a process,
Assessing patients, Interviewing
patient,...
2B. Language points ● Material should cover these language - Function:There are totally 24 communicative
points: functions for 8 units. These functions mainly
focus on how nurses communicate effectively in
- Function: Focus on 5 basic functions for their working environment.
effective communication with native patients
namely patients admission, giving advice, - Grammar:
giving instruction, giving suggestions and +Verb tense: Present Simple, Present
explaining drug interactions. Continuous, Present Perfect, Future Tense, Past
simple
- Structures: + Preposition of Location
+ Request + Comparatives & Superlative Adj
+ Asking questions about physical and + The imperative
emotional problems. + Zero Conditional
+ Giving suggestions
- Vocabulary areas:
- Pronunciation: + Semi-technical and technical lexical items for
+ Word Stress nursing
+ Rising / Falling Intonation + Word form
+ Patient-friendly intonation
- Structures:
 - Vocabulary areas:
+ Semi-technical lexical items for nursing
+ Discourse structuring vocabulary
+ Spoken vocabulary in real life communication
- Grammar
+ Five basic tenses
+ Comparative & Superlative Adj
+ Conditional Sentence
=> Language points should focus more on
functions & structures than grammar.
2C. Proportion of ● The major proportion work on macro
work on macro-skill skill should be given for speaking skill
instead of reading skill.
● All four skills should be integrated in
one unit in which the focus is on
speaking skill and pronunciation.
● In speaking skill, other sub-skills such as
fluency and grammatical accuracy also
+ Requests
+ Asking questions using prompts
+ Expressions for suggestion
- Pronunciation:
+ Patient - friendly intonation
+ Stress syllable
+ Word stress
+ Stress patterns used for clarification
● Four macro-skills are integrated in each
unit to perform specific communicative
functions for nursing job.
● In each unit, all four macro-skills are
exploited in this proportion:
- Reading skill:
+ Grammar
+ Vocabulary
 should be paid attention to. - Listening skill:
- Speaking skill:
+ Pronunciation
+ Useful structures
- Writing skill:

=> This material focused more on vocabulary

and reading skill.

2D. Micro skills ● Micro skills should be exploited to teach - Vocabulary:

speaking skills effectively in three + Deducing the meaning of new words
aspects: pronunciation , fluency & + Guessing new lexical items in context
discourse management. + Using visual aid to explain lexical items.

- Pronunciation: - Reading skill:

+ Imitating rising / falling intonation + Skimming for main ideas
+ Recording word stress/ sentence stress / + Scanning for specific information.
intonation
- Listening skill:
- Speaking skill: + Listening for main idea in the conversation.
+ Role play + Listening for specific information in the
 + Making presentation dialogue.
+ Pair work
+ Small group work - Writing skill:
+ Recording + Write sentences with given words
+ Shadowing: Iminate the accent of native + Write a short paragraph with clues
speaker. + Write medical report

- Discourse management: - Speaking skill:

+ Audio Lingual + Role play
+ Role play + Pair work
+ Simulation + Group work

2E. Text types ● Listening texts ● Listening texts: In the listening part of
● Dialogues each unit, there are interviews or
● Visual texts ( pictures, charts,....) conversations between doctors and
● Experimental reports patients or experimental reports sharing
medical experiences
● Visual texts: In each unit, a large number
of pictures, diagrams as well as charts
relevant to medical information or
 instructions are used so that Ss can easily
understand.
● Dialogues: In the vocabulary or speaking
part, a large variety of samples of
dialogues about nurse treating are also
used

2F. Subject matter ● Relevant to the nursing/medical care area ● Reflects up-to-date development in
areas nursing, making learners familiar with the
topics

2G. Content ● Topic-based ● Various topics but lacks some related to

organization in the the elder’s affairs
course

2H. Content ● Going from receptive to productive skills ● Logical:

organization in the - Based on language, function and
unit vocabulary
- Providing input before requiring output

2I. Content sequence ● From easier to more difficult ● The content is sequenced from easier to
in the course ● Create variety more difficult throughout the book to
make learners familiar with the different

2J. Content sequence ● From guided to free
in the unit ● From comprehension to production
● Accuracy to fluency
● Language focus
● Learner focus
parts of this course more easily.
● The content in each unit is variously
designed following the medical field
● From guided to free: In each part of
units, task instructions → apply theories
to do exercises
● From comprehension to production: Base
on the knowledge through parts such as
language, vocabulary, listening, reading,
pronunciation, Learners have to create
their own products in speaking and
writing part.
● Accuracy to fluency: Students learn from
the easiest part to the more difficult one
to improve their skills
● Language focus: In each unit, there is a
language part to provide usefully
grammatical structures for learners
● Learner focus: In each unit, there are a lot
of parts for learners to make use of the
 knowledge about nursing and make their
own products

3. Methodology

3A. Theories of ● Cognitive: ● Cognitive:

learning - Learners are expected to be active - Learners are expected to develop their
participants in the learning process. learning through solving exercises (most
- Individuals process and construct their exercises in this book are suitable for
own understanding of a topic based on working individually: fill in the blanks,
their past experiences and knowledge listen and complete the conversation...)
(these learners are qualified nurses with
intermediate English level) → Learners tend to be active and construct
- Learners are also believed to enhance their own knowledge in the learning process
their pronunciation through problem
in order to gain their targets.
solving tasks relating to their career
(caring the patients).

3B. Learner’s ● Improve aspects of pronunciation: ● Guide learners to achieve specialist

expectations - Word/sentence stress vocabulary and the ability to use these
- Suitable accents lexical items to produce their own
- Patient-friendly intonation utterances.
 - Rising/ Falling intonation for giving
advice and suggestions.
- Have no difficulty in conveying ideas to
the patients in the rest home
→ Effective communication with native
● Expect learners to sharpen their receptive
skills and widen their semi-technical
vocabulary range rather than develop
their productive skills especially
speaking.

speakers.

3C. Necessary ● Guided → free ● Guided → free

tasks/exercises ● Language/skills practice → ● Comprehension→ Production

Language/skills use ● Language/ skills practice → Language/

● Comprehension→ Production skills use

● Whole class → Group → Pair → ● Individual → Pair Group → Whole

Individual class

● Mechanical →Problem solving ● Language/ skills- based → Content -

based.
→ Learners can get immediate feedback or ● Problem-solving → Mechanical
guidance from T → They practice some

exercises/ dialogues: these kinds of exercises → Units include these parts

may be completed in terms of pair work, ( vocabulary, pronunciation, four macro skills:
 small group work or individual. listening, reading, writing, speaking) and the
nursing-orientated content in each unit is
various.These exercises can be conducted in the
form of role-play, simulation, pair work, group
work, self-study.

3D.Teaching-learning ● Individual ● Individual

techniques ● Pairs ● Pairs
● Groups ● Groups
● Whole class ● Role- play
● Student presentation

3E. Teaching aids ● Projector ● Recordings

● Recordings ● Cassette recorders
● Videos ● Speakers
● Wall charts ● Visuals
● Realia ●

3F. Teaching ● Statements of aims ● Teacher’s book

guidance/Support ● List of vocabulary and language-skills ● Online resource
points ● Aims are mentioned at the beginning of
● Language guidance each unit.
 ● Activity resource ● In each unit, there are vocabulary part ,
● Test & assessment resources skills.
● In language part, there are grammatical
structures that are very useful for students

3G. Material ● Flexible ● Flexible

flexibility - The units can begin at any language - They can begin at different points instead
functions for nursing. of vocabulary parts.
- They can be used without the support of - The units can be used in another order
teaching aids. based on necessary language functions
- They can be linked to other online for nurse.
resources - They can be used without cassettes and
other teaching aids.

5. Detailed syllabus

Unit 1: Meeting colleagues

Unit 2: Nursing Assessment

Unit 3: The patient ward

Unit 4: Food and measurements

Unit 5: The body and movement

Unit 6: Medication

Unit 7: The hospital team

Unit 8: Recovery and assessing the elderly

6. Content

6.1. Weekly Schedule:

Lesson objectives Content Material

UNIT 1: MEETING COLLEAGUES

Lesson 1: Pronunciation: (i) English Pronunciation

- Clearly understand what is - Course orientation in Use, page 9
expected of them in the course - Introduction to IPA: consonants and vowels (i)
- Clearly understand the sequence - The consonant sounds: /b/, /p/ (ii) (ii) English Pronunciation
of the course and the assessment Speaking: in Use, page 14
tasks. - Introduce yourself to the nursing staff. (iii)
- Distinguish between two - Discussing a schedule. (iv) (iii) English for Nursing 1,
 consonant sounds /b/ & /p/ and
use them correctly.
- Apply the structures
introduce themselves
discuss the schedule.
Homework: Exercises in the coursebooks, page 6
Lesson 2:
- Distinguish between
consonant sounds /s/ & /z/ and
use them correctly.
- Apply the structures to talk to
patients and ask visitors to
do/not to do things.
- Apply the structures to escort
the patients for tests and check
that patients feel comfortable.
page 4
(iv) English for Nursing 1,
to page 6
and
Pronunciation:
(i) English Pronunciation
two - Revise the previous lesson: the consonant sounds: /b/, /p/
in Use, page 16
- The sounds: /s/, /z/ (i)
Speaking:
(ii) English for Nursing 1,
- Meeting patients and their visitors. (ii)
page 8
- Escorting the patients for tests. (iii)
(iii) English for Nursing 1,
Students are asked to perform the case study in pair in front of
page 10
the class on the case study of the lesson
After the performance (all 6 pairs), Student will receive
feedback of teacher and classmates on their role-play
Homework: Exercises in the coursebooks, page 8-10
Make recording 1: read sentences provided about sounds /b/ & /p/ and /s/ & /z/

UNIT 2: NURSING ASSESSMENT

Pronunciation:
Lesson 3: (i) English Pronunciation
- Revise the previous lesson: the sounds: /s/, /z/
in Use, page 18
- Distinguish between two - The consonant sounds /d/ & /t/ (i)
consonant sounds /d/ & /t/ and Speaking: (ii) English for Nursing 1,
use them correctly. - Spelling a patient’s name.(ii)
page 12
- Apply Wh-questions in asking - Checking patient details for a patient record.(iii)
for patient details. - Describe and ask about symptoms. (iv) (iii) English for Nursing 1,
- Change flexibly between Be + page 12
Students are asked to perform the case study in pairs in front of
Adjective, Feel + Adjective, and
the class on the case study of the lesson. (iv) English for Nursing 1,
Have + (Adjective +) noun to
page 14
describe and ask about After the performance (all 6 pairs), Student will receive
symptoms. feedback of teacher and classmates on their role-play

Homework: Exercises in the coursebooks, page 14

Lesson 4:
- Distinguish between two vowel
sounds /i:/ & /e/ and use them
correctly.
- Apply the structure If you …, let
me know. to distract and reassure
a patient during a blood test.
Pronunciation:
- Revise the previous lesson: the consonant sounds: /d/ & /t/
(i) English Pronunciation
- The vowel sounds: /i:/ & /e/ (i)
in Use, page 20
Speaking:
(ii) English for Nursing 1,
- Carrying out a blood test.(ii)
page 18

Homework: Exercises in the coursebooks, page 18

Make recording 2: read sentences provided about sounds /d/ & /t/ and /i:/ & /e/

UNIT 3: THE PATIENT WARD

Pronunciation:
Lesson 5: (i) English Pronunciation
- Revise the previous lesson: the two vowel sounds /i:/ & /e/
in Use, page 22
- Distinguish between two vowel - The vowel sound: /ə/ & /i/. (i)
sounds /ə/ & /i/ and use them Speaking: (ii) English for Nursing 1,
correctly. - Make polite requests. (ii)
page 20
- Make polite requests for - Explaining where the rooms and areas in a patient ward are.
 monitoring the patient’s (iii)
(iii) English for Nursing 1,
temperature.
Students are asked to perform the case study in pair in front of page 22
- Apply prepositions of place to
the class on the case study of the lesson.
give instructions going to the
specific rooms or areas in a
After the performance (all 6 pairs), Student will receive
patient ward.
feedback of teacher and classmates on their role-play

Homework: Exercises in course book, page 21-22.

Pronunciation:
Lesson 6: (i) English Pronunciation
- Revise the previous lesson: the two vowel sounds /ə/ &
in Use, page 24
- Distinguish between two /i/.
consonant sounds /f/ & /v/ and - The consonant sounds: /f/ & /v/. (i)
(ii) English for Nursing 1,
use them correctly. Speaking:
page 24
- Applying present continuous and - Explaining the ward facilities. Describing a busy day. (ii)
present continuous for future - Responding to a call light (buzzer). (iii) (iii) English for Nursing 1,
arrangements in daily page 26
Students are asked to perform the case study in pairs in front of
conversation in the workplace.
the class on the case study of the lesson.
- Applying the structure “Be +
adjective” for expressions to After the performance (all 6 pairs), Student will receive
 calm a patient.
feedback of teacher and classmates on their role-play

Homework: Exercises in course book, page 25-27.

Make recording 3: read sentences provided about sounds /ə/ & /i/ and /f/ & /v/

UNIT 4: FOOD AND MEASUREMENTS

Lesson 7: Pronunciation:
(i) English Pronunciation
- Distinguish between two - Revise the two vowel sound /f/ & /v/
in Use, page 42
consonant sounds /ð/ & /θ/ and use - The consonant sounds /ð/ & /θ/ :(i)
them correctly.
(ii) English for Nursing 1,
- Apply the structure of helping a Speaking:
page 32
patient order from a hospital menu - Asking and answering questions about a patient diet (ii)
- Learn and practice structure in helping a patient order (iii) English for Nursing 1,
from a hospital menu (iii) page 33
Students are asked to perform the case study in pairs in front of
the class on the case study of the lesson.
After the performance,(all 6 pairs) Student will receive
feedback of teacher and classmates on their role-play
Homework: Exercises in the course book, page 32-33

Pronunciation
Lesson 8: (i) English Pronunciation
- Revise the two consonant sound /ð/ & /θ/
in Use, page 34
- The consonant /l/ &/r/ (i)
-Distinguish between two
Speaking:
consonant sounds /l/ &/r/ and use (ii) English for Nursing 1,
them correctly. page 35
- Assisting, asking, encouraging and praising patients in
general situations(ii)
-Apply the structures of assisting,
asking, encouraging and praising
patients in general situations

Homework: Exercises in the course book, page 34-35

Make recording 4: read sentences provided about sounds /ð/ & /θ/ and /l/ &/r/

REVISION + QUIZ (Lesson 9)

 UNIT 5: THE BODY AND MOVEMENT

Pronunciation
Lesson 10: (i) English Pronunciation
- Revise the two consonant sound /l/ & /r/
in Use, page 26
- Sentence stress
Speaking:

Homework:

Pronunciation
Lesson 11:
- Revise knowledge about Sentence stress
- Intonation in speaking (rising and falling tone)
- Introduce about Intonation in
Speaking:
speaking and pronunciation.
-

Homework: Exercises in coursebook, page ……….

Make recording 5: read given sentences by using correct intonation and sentence stress

Lesson 12:
- Apply structure and terms
expressing side effect and assisting
patients with medication
Homework: Exercises in the course book, page 48-49
Lesson 13:
- Apply structure in communicating
with patient and their family by
phone
UNIT 6: MEDICATION
Pronunciation
-
Speaking:
(ii) English for Nursing 1,
- Explain side effect of treatment and medicine (ii)
page 48
- Explain and apply terms related to medication report (iii)
Students are asked to perform the case study in pairs in front of (ii) English for Nursing 1,
the class on the case study of the lesson. page 49
After the performance(all 6 pairs), Student will receive
feedback of teacher and classmates on their role-play
Pronunciation:
(i) English Pronunciation
in Use, page 28
Speaking:
- Communicate with patient and their family members by
(ii) English for Nursing 1,
phone (ii)
page 50-51
Students are asked to perform the case study in pairs in front of
 the class on the case study of the lesson.
After the performance (all 6 pairs), Student will receive
feedback of teacher and classmates on their role-play

Homework: Exercises in the course book, page 50-51,

Make recording 6: …………………..

UNIT 7: THE HOSPITAL TEAM

Lesson 14: Pronunciation:

Speaking:

Homework: Exercises in coursebook, page ……….

Lesson 15: Pronunciation:

Speaking:

Homework: Exercises in coursebook, page ……….

Make recording 7: …………………….
 UNIT 8: RECOVERY AND ASSESSING THE ELDERLY

Lesson 16 Pronunciation:

Speaking:

Homework: Exercises in coursebook, page ……….

Lesson 17: Pronunciation:

Speaking:

Homework: Exercises in coursebook, page ……….

Make recording 8: …………………….

FINAL TEST

7. Course policy

Students are expected to:

 - Fully attend all lessons. If students are absent for more than 2 lessons, they have to retake the course.
- Complete all the assigned homework.
- Strictly follow the rules and requirements of the portfolios and tests.

8. Assessment and grading

Mark
Assessment tasks Requirements, aims, rationale, Assessment
allocation

01. Pronunciation 30% Requirements:

portfolio
After each unit, students are required to record on themself a recording about a
paragraph/sentences provided by the teacher. The paragraph will contain
words/structure that produce the sounds learnt in the previous lessons.

Students perform individually.

The length of the recording should not exceed 3 minutes.

Students have to submit to the teacher via email 3 days after being assigned.

At the end of the course, Students collect 8 recordings to submit.

 Aims:

- Help students revise sounds learnt in the two lessons of each unit

- Identify pronunciation errors and giving feedback in the following lesson

Requirements:

After Lesson 2 of Unit 4: Food and Measurements, students have to do a quiz.

The quiz will include vocabulary and structures that they have already learnt in
previous units.

02. Quiz 20% Students will have 60 minutes to finish the quiz

Aims:

- Help students revise and apply structures, terms and vocabulary that they have
learned in specific situations.
- Identify grammar mistakes and provide feedback
 Requirements:

After unit 5, Students in class will be divided into pairs and take part in a speaking
test.

The test will include 3 part:

Part 1(2 minute): Each student has to answer a few questions relating to familiar topic
throughout the course
03. Final test 50%
Part 2(3 minutes): Each student in pair reads a short dialogue provided by teacher

Part 3(5 minutes): Students are given a specific situation for role play.

Students will have 2 minutes to prepare and 3 minutes to perform their role play.

Aims: Assess the improvement of students’ pronunciation (accent and intonation) and
students’ understanding of all the knowledge throughout the course and their ability to
apply this understanding to solve practical problems