Thai nguyen university

Thai nguyen university of medicine & pharmacy

the Department of foreign languages

English
For the students of nursing science

Thai Nguyen, 2007

 Thai Nguyen university
Thai nguyen university of medicine & pharmacy
the Department of foreign languages

English
For the students of nursing science
Editor: NguyÔn ThÞ ¢n

Thai Nguyen, 2007

 Foreword
***************

The language of nursing in English is intended for the students of

nursing faculty in Thai Nguyen University of Medicine and Pharmacy
who have already reached at least the elementary level of general
English. The aim of it is to develop students’ ability to master specific
medical vocabulary and medical terms, not to teach nursing science.
This book is compiled on the basic of some courses ( English in
medicine; The language of English in medicine and English for nurses )
published by Cambridge University Press and by Longman.
It deals with such topics as profession – nursing,
accommodation, human anatomy, common diseases, admission, and the
taking care of the patients in hospitals.
I hope that by reading the texts, studying the vocabulary, and
doing the exercises, the students will be able to get a good start toward a
successful career in rewarding bachelors of nursing science.
My thanks to the colleagues of Foreign Languages Department,
the Doctors and assistant for their help, co-operation and valuable
contribution.
Finally, I apologize for any mistakes and omissions, and would
very much appreciate if readers kindly point them out to help its quality
in future edition.
 Contents
**********

Foreword

Unit 1: Introduction to nursing profession

Unit 2: Where do you work?
Unit 3: The ward units
Unit 4: Anatomy for para- medical students
Unit 5: Body temperature
Unit 6: Common diseases and Ailments
Unit 7: The Flu
Unit 8: Foods our bodies need to stay healthy
Unit 9: Admissions
Unit 10: Taking a history
Unit 11: Observation and take care of the patient
Appendix 1: A guide to verbalization
Appendix 2: Common medical abbreviations
Appendix 3: Who’s who in the British hospital system
Appendix 4: Terms for course requirements
Unit 1:
Introduction to nursing profession
1. Nurses are very necessary part of health care. Like doctors, they have
two jobs. They heal sick people and take care of patients. Most nurses who
work in hospitals are general - duty nurses. They supervise the care of the
patients, and assist doctors. However, many nurses work in other places, such
as clinics, schools, factories, and private homes. There are also jobs in the
offices of doctors and dentists. Therefore, there are many different kinds of
nursing job.
There are two kinds of nurses: professional and practical. Professional
nurses are registered nurses (RNs). They have two to five years of medical
education. Both kinds of nurses study and learn in classes and in clinics. In
their classroom studies, nurses learn about the anatomy of the body, chemistry,
the nutrition of food, drugs and medicines, and psychology. They also learn
about general nursing care. In their clinical studies, they work with patients.
They learn to take a patient's temperature, blood pressure, and pulse rate.
They learn to care for all kinds of patients. They also learn about different jobs
in hospitals.
Practical nurses are another kind of nurse. These nurses also study
about nursing care, but they study only for a year or two. Practical nurses
usually help professional nurses with the patients. Professional nurses, on the
other hand, usually assist doctors.
Most nurses continue their education. They learn about new medicines,
new
machines, and new treatments. Some nurses continue their education to
become
specialists. For example, some nurses specialize in surgery, emergency care, or
pediatrics. In surgery, nurses assist doctors during operations. In emergency
rooms, nurses treat people with injuries from accidents. In pediatrics, they
care for sick children.
nursing jobs are difficult, but most nurses want to help sick people.
They work hard to heal sick patients and to prevent illness. Nurses are an
essential part of health care.
2. bachelor of nursing science program. The baccalaureate curriculum
of the Faculty of Nursing is designed to prepare candidates for practice as
general professional nurses. The length of program is four years and two
summers with a minimum of about one hundred and fifty semester credits. In
the first year of their university education, students are prepared with general
education courses in the humanities, social sciences, sciences and mathematics,
and language. In their second year, students study medical sciences related to
nursing. In the third and fourth years, students learn nursing intervention and
management applicable to clients of all ages who are in various clinical settings
and health status. Students participate in the academic, social. cultural, and
spiritual activities of campus life. At completion of the program, students are
granted a bachelor of nursing science degree and licensure as a registered
nurse and midwife. Nursing is an essential profession of society in providing
health care service to the individual, the family and the community in

normal condition, risk to illnesses, and illness condition. Professional nurses

are able to apply knowledge of nursing science and related to sciences,
concepts and principles of primary health care and professional ethics in
nursing intervention in the areas of disease prevention, health promotion,
nursing care and rehabilitation to maintain good health so clients are able to
self-care according to their capabilities and personal rights.

Vocabulary
Nursing ['n∂:siη ] (n) ®iÒu d­ìng
Nurse [ n∂:s ] (n) y t¸, ®iÒu d­ìng viªn
health care [‘heǀθ keə] viÖc ch¨m sãc søc kháe
heal [ hi:ǀ] (v) ch÷a bÖnh
sick [ sik] (adj) èm ®au
take care of ch¨m sãc, tr«ng nom
general - duty nurse ®iÒu d­ìng viªn ®a khoa
supervise [ 'su:p∂vaiz] (v) h­íng dÉn, chØ ®¹o
assist [ ∂' sist] (v) gióp, trî gióp
registered nurse [ redʒist∂d] y t¸ ®iÒu d­ìng CQ
essential [ i'sen∫∂ǀ] (adj) ( cÇn) thiÕt yÕu
intervention [ int∂'ven∫n] (n) sù can thiÖp
grant [gra:nt] (v) c«ng nhËn
client ['kǀai∂nt] (n) kh¸ch hµng
anatomy [∂'næt∂mi] (n) gi¶i phÉu
temperature ['tempr∂t∫∂] (n) nhiÖt ®é
blood pressure [bǀʌd 'pre∫∂(r)] huyÕt ¸p
pulse rate [‘pʌǀs reit] m¹ch, nhÞp
nutrition [nju:'tri∫n] (n) chÊt dinh d­ìng
specialize ['spe∫∂ǀaiz] (v) häc chuyªn ngµnh
treat [tri:t] (v) ®iÒu trÞ
treatment ['tritm∂nt] (n) sù ®iÒu trÞ
pediatrics [pi:di'ætriks] (n) nhi khoa
baccalaureate [bæk∂'ǀɔ:riit] (n) tó tµi
bachelor [bæt∫∂ǀ∂] (n) cö nh©n
applicable [æp'ǀik∂bǀ] (adj) cã thÓ ¸p dông
ethic ['eθik] ( n) nguyªn t¾c ®¹o ®øc
rehabilitation [,ri:∂biǀi'tei∫n] ( n) phôc håi chøc n¨ng

Language Focus
1. Pronouns /possessive adjs such as He, She, Their, These, Who take the place
of nouns.
- Nurses are part of health care. They have two jobs.
- Most nurses in hospitals are general - duty nurses. They supervise patients
and assist doctors.
- In their classroom studies, nurses learn about the body, nutrition, and drugs.
- Most nurses who work in hospitals are general - duty nurses.
- Practical nurses are another kind of nurse. These nurses are also study about
nursing care.
2. Word function / Signal words
Like nouns and verbs, adjectives tell about nouns.
• An adjective tells about noun
e.g. A nurse's job is difficult.
They heal sick people.
There are many different kinds of nursing jobs
• Signal words: Some words in English join two ideas. They tell the
relationship between the ideas. These words are important because they
help you understand the ideas.
Signal words like first, second, last, finally or then tell you about the order of
something.
"and" joins two ideas equally.
e.g. Nurses supervise the care of patients, and they assist doctors.
" but" shows difference between ideas.
e.g. Many nurses work in hospitals, but many other nurses work in schools and
factories.
" or" shows a choice between two ideas.
e.g. People sometimes have accidents, or they become sick suddenly.
" so" shows the result.
e.g. The patient had a smallpox vaccination, so he did not get smallpox.
" For example" explains a statement with a word picture.
e.g. Some nurses specialize in one kind of medicine. For example, some
specialize in pediatrics.
3. Tense revision: present simple active
Form : Positive / Negative / Question. Note : Spelling of verbs –s / -es
Use : The present simple is used :
* to express an action that happens again and again, that is a habit.
 I go to work by motorbike.
I wash my hair once a week
* to express a fact which is always true.
She comes from Germany.
My daughter has brown eyes
*to express a fact which stays the same for a long time
He works in hospital A, and he lives in a flat near the central of town.
I prefer coffee to tea
Adverbs of frequency : never rarely not often sometimes often usually
always

Exercises
I. Read the text and choose the main idea by putting a tick ( V) next to the
main idea of nursing
..........a. Professional nurses help doctors.
..........b. Nurses are necessary to health care.
..........c. Professional nurses only work in hospitals.

II. Write T by the statement if it is true. If false, write F

..........a. Nurses help doctors.
..........b. Only professional nurses work in hospitals.
..........c. There are two kinds of nurses.
..........d. Nurses never specialize.
..........e. Professional nurses study one year in school.
..........f. Nurses take care of patients.
..........g. Professional and practical nurses work in hospitals.
..........h. Only doctors become specialists.
..........i. Bachelor of nursing is a doctor.
..........j. Clients are able to self-care without any primary help from bachelors
of nursing.

III. Circle the letter a, b, c, or d that has the same meaning as the italicized
words.
1. Like doctors, nurses sometimes specialize.
a. both doctors and nurses b. only doctors
c. doctors but not nurses d. doctors like nurses
2. A nurse's job is difficult. However, most nurses want to help sick people.
a. and b. but c. or d. for example
3. Vaccinations prevent diseases like smallpox, cholera, or measles.
a. and b. but c. for example d. so
4. Nurses work in many different places. They work in hospitals, factories,
schools, or doctors' offices. Therefore, there are many different kinds of
nursing jobs.
a. and b. but c. so d. or
5. Practical nurses help professional nurses. On the other hand, professional
nurses assist doctors.
a. however b. for example c. or d. so

IV. Fill in the blank with a word that is grammatically correct.

1. Nurses in emergency rooms................( treat) people who have accidents.
2. Nurses.................( be) part of health care.
3. Students......................( participate) in the academic, social, cultural, and
spiritual activities of campus life.
4. What does the word " paramedical".....................( mean)?
5. Bachelors of nursing science...................( not study) marketing.
6. Nursing bachelors...................( have) good knowledge of health care.
7. Nurses......................( can work) not only in hospitals but also in factories.

V. Translate the text into Vietnamese

Unit 2:
Where do you work?
1. Jane Johnson and her friend Joan Chapman are both nurses. They
work at Saint Peter's Hospital, a large teaching hospital in London, Joan did
her training at St. Peter's and last year she passed her State Finals and
qualified. She is an S. R. N. She is now working as a staff nurse in a men's
medical ward.
Jane is a student nurse and is still training. Last month, she worked in
one of the hospital's surgical wards. She learned to set trolleys for sterile
procedures such as surgical dressings, intravenous infusion and
catheterization. She carried out certain procedures herself and assisted doctors
with others. She often had to go to the central sterile supply department to
fetch sterile dressing packs. Sometimes she took patients to the X-ray
department (radiology department ) on to the occupational therapy unit.
This month Jane is working in the same ward as Joan. She is learning to
nurse patients suffering from diseases such as cardiac infarction, cerebral
haemorrhage, cerebral thrombosis and pneumonia. At the moment, she is
helping a staff nurse to give injections. The staff nurse is explaining to her the
doses, action and side effects of the drugs they are administering.
The other nurses in the ward are carrying out various nursing duties.
Some are doing bad- baths, one is helping a patient to get out of bed, and
another is taking t.p.rs. A doctor is doing a ward round and a physiotherapist
is helping a pneumonia- patient to do deep- breathing exercises.
 A nurse adjusting the pillows of a patient

A nurse administering a transfusion to a patient

2. Some wards and departments

Surgical Ward / 'sə:dʒikl wɔ:d/
Medical Ward / 'medikl /
orthopaedic Ward / ɔ:θə'pi:dik/
Gynaecological Ward / gainikə'lɔdʒikəl/
Geriatric Ward / dʒeri'ætrik /
Paediatric Ward / pi:di'ætriks /
Dermatological Ward / də:mə'tɔlədʒikəl /
E. N. T Ward
Long- stay Ward
Intensive Care Unit / in'tensiv /
X-ray Department
Operating Theatre
Casualty and Emergency Unit / 'kæʒuəlti ænd i'mə:dʒensi /
or ( Accident and Emergency Unit)
Central sterile Supply Department / 'sterail /
Dispensary / dis'pensəri /
Laboratory / lə'bɔrətəri /
Out- patients' clinic
Maternity Unit / mə'tə:niti /
Occupational Therapy Department / ɒkju'pei∫ənl 'θerəpi di'pɑ:tmənt /
Physiotherapy Department / fiziou'θerəpi /
Antenatal clinic / ænti'neitl 'klinikl /
Post - Natal clinic
Psychiatric Unit / saiki'ætrik /
Admissions Department / əd'mi∫n /
Infectious Diseases unit / in'fek∫əs di'zi:z /
Anaesthetic Room / ænis'θetik /
3. What do they do?
radiologist / ,reidi'ɔlədʒist/ radiology radiological
psychologist / sai'kɔlədʒist/ psychology psychological
pathologist / pə'θɔlədʒist/ pathology pathological
haematologist / ,hi:mə'tɔlədʒist/ haematology haematological
bacteriologist / bæk,tiəri'ɔlədʒist/ bacteriology bacteriological
cytologist / sai'tɔlədʒist/ cytology cytological
histologist / his'tɔlədʒist/ histology histological
dermatologist / ,də:mə'tɔlədʒist/ dermatology dermatological
gynaecologist / ,gaini'kɔlədʒist/ gynaecology gynaecological
obstetrician / ,ɒbstə'tri∫n/ obstetrics obstetric(al)
paediatrician / ,pi:diə'tri∫n/ paediatrics paediatric
geriatrician / ,dʒeriə'tri∫n/ geriatrics geriatric
psychiatrist / sai'kaiətrist/ psychiatry psychiatric
anaesthetist / ə'ni:sθətist/ anaesthetics anaesthetic
surgeon / 'sə:dʒən/ surgery surgical
physician / fi'zi∫n/ medicine medical
orthopaedic surgeon / ,ɔ:θə'pi:dik/ orthopaedics orthopaedic
Language focus
1. Simple past:
• Form: S + regular past ( worked, learned, started)
irregular past ( was/ were/ had/ wrote)
• Usage: The simple past is used for actions which took place in the past
and are finished by the time of speaking. It is also used for habitual
actions and states in the present.
E.g. Last year I studied medicine.
She always went to France for her holidays.
She was on an early shift everyday last month.
+ It is used with such words as: Yesterday, last night, the other day, a
few days ago, last week, last month, a few moment ago, a long time ago.
2. Present continuous tense:
• Form: Positive ( S + V-ing)
Negative ( S + be not + V-ing/ Q.form.....?)
• Usage: Present continuous tense is used for actions which are going on at
the time of speaking. It is usually used without any adverbs of time.
E.g. - What are you doing? I'm asking this patient some questions
- I'm trying to do these exercises.
+ It is sometimes used with such words as: Now, still, at present, at the
moment
Exercises
I. Read the text and choose the main idea by putting a tick ( V) next to the
main idea of " Where do you work?"
----------a. Jane's on the ward
----------b. Joan Chapman is Jane's friend
----------c. They are dear friends

II. Write by the statement if it is true. If false, write F.

----------a. Joan is a doctor
----------b. St. Peter's is a morning school
----------c. Jane is teaching nursing profession in the hospital
----------d. Joan is a qualified nurse
----------e. Last month Jane worked in Internal Medicine
----------f. She doesn't know how to set trolleys
----------g. They help doctors everyday
----------h. Jane took patients home
----------i. Jane is working in different wards this month
----------j. She is helping a doctor to give injections

III. Put the verbs in brackets into the correct present simple, present
continuous or past tense.
Jane and Joan ( be)..................nurses.
Jane often ( have)....................to go to the C.S.S.D to fetch sterile dressing
packs. At the moment, she ( help)......................another nurse to give a bed -
patient a bed - bath. Yesterday, she ( assist).....................Nurse Brown with
t.p.rs. Everyday last week, Jane ( take)...................the bus to work. She (
be)..................on an early shift. She ( go)..................on duty at 7a.m and
(come)..................off duty at 3p.m. Today Joan is going by bus and Jane (
walk).....................to work alone. The sun ( shine).......................so Jane ( not
carry)......................her umbrella.

IV. Complete the following sentences with suitable words.

1. Someone who studies histology is a.................................................
2. Someone who studies gynaecology is a............................................
3. Someone who studies paediatrics is a................................................
4. Someone who studies and practises radiology is a............................
5. Where could you find a dermatologist?
In a............................ward
6. Where could you find a surgeon?
In an..........................theatre
7. Where could you find a physician?
In a.............................ward
8. Someone who studies b...................... is a h.......................................
9. Someone who studies the body's c....................... is a c......................
3. Someone who studies a........................... is an a.................................
V. Translate the text into Vietnamese

Unit 3:
THE WARD UNITS

Accommodation for patients

Most modern hospital wards have between twenty and thirty beds. The beds
are arranged so that each patient can have much privacy, natural light and
fresh air as possible, and can be observed without difficulty by the nursing
staff. There must be adequate space between beds to prevent cross- infection
and to allow all bedside procedures to be carried out in comfort.
Most wards have a number of cubicles or side wards – usually six for a
thirty – bed wards – and two of these have their own hand basins and
lavatories so that suitable accommodation is available for infectious patients.
Ambulant patients and patients in wheelchairs are provided with a day room
where they can have their meals, watch television, smoke and enjoy various
recreations without disturbing patients who are confirmed to bed.
Lavatories and bathrooms are sufficiently spacious to allow nurses to assist
old and disabled patients. Doorways are wide enough to allow wheelchair
patients to enter with ease. The rooms are usually fitted with grab – rails,
shelves and hooks, and a patient – to – nurse alarm system is provided. It is
important that lavatories flush quietly and efficiently.
Clinical areas
In the treatment room of a ward unit, surgical dressing, investigations and
other sterile procedures can be carried out under optimal conditions and with
minimal risk of cross- infection. The treatment room should be large enough to
accommodate a patient in his bed, a couch for an ambulant patients, and all
the equipment needed for treatments. It must of course allow medical and
nursing staff adequate space to work in comfort.
Next to the treatment room, there are usually a ‘clean’ and ‘dirty’ annex,
or preparation room, is where trolleys are laid up. If there is no C. S. S. D .,
equipment and instruments are sterilized there, too. The preparation room is
provided with dust-proof cupboards in which sterile equipment is stored. In
the dirty annex, used equipment is collected and cleaned, or kept for collection
by the C. S. S. D.
Near the dirty annex, there is usually a sluice room. The sluice room has
facilities for cleaning and sterilizing bed-pans, urinals, sputum mugs and so-on,
and for disinfecting soiled bed linen. In many wards, one corner of the sluice
room is provided with a bench, sink and the necessary equipment for testing
urine. The arranging of flowers is also normally done in the ‘sluice’.

Vocabulary
Accommodation [əkomə’deiSn] (n) chç ë
Adequate(to or for sth) [ǽdikwət] (adj) ®ñ, tho¶ ®¸ng
Arrange [ə ‘reindz] (v) x¾p xÕp, xÕp ®Æt
Available [ə’veiləbl] (adj) Cã thÓ dïng ®­îc
Ambulant [ǽmbjulənt] (adj) Di chuyÓn bÖnh,®i l¹i ®­îc
kh«ng ph¶i n»m ( BN )
Annex [ǽneks] ə’neks] (n/v) phÇn phô vµo, phô
lôc, phßng
phô; ch¸i/ phô vµo, s¸t
nhËp
Bedside [‘bedsaid] (n) C¹nh gi­êng
To have a good bedside manner ¢n cÇn khÐo lÐo ®èi víi
ng­êi bÖnh ( y t¸, b¸c sÜ )
To sit (watch) at (by) someone’s bedside Tr«ng nom ch¨m
sãc ai bªn
 gi­êng bÖnh
Cross – infection (n) Sù l©y chÐo
Carry out (v) TiÕn hµnh, thùc hiÖn
Clinical [klinikəl] (adj) Thuéc l©m sµng
Comfort [k^mfət] (n) Sù dÔ chÞu, tho¶i m¸i
Confine to one’s bed [kən’fain] (v) N»m liÖt g­êng
Cubicle [‘kju:bikl] (n) Phßng nhá
Disabled (adj) Tµn tËt
Efficiently (adv) Cã hiÖu qu¶, hiÖu nghiÖm
Equipment [i’kwipmənt] (n) Trang thiÕt bÞ
Grab- rail (n) Tay vÞn
Hand basin [‘beisn] (n) ChËu röa tay
Infectious [in’fekSəs] (adj) L©y nhiÔm
Infection [in’fekSn] (n) Sù l©y nhiÔm
Investigation [investi’geiSn] (n) XÐt nghiÖm
Lavatory [lǽvətri] (n) Nhµ xÝ
Linen [’linin] (n) V¶i lanh
Mug [m^g] (n) Ca, chÐn v¹i
Observe [əb’zə:v] (v) Quan s¸t, nhËn xÐt, theo
dâi
Privacy [‘privəsi][‘praivəsi] (n) Sù riªng biÖt
Procedure [prə’si:dzə] (n) Thñ tôc, thñ thuËt
Recreation [,rekri’eiSn] (n) Sù tiªu khiÓn, sù gi¶i trÝ
Sputum/ Sputa [‘spju:təm] (n) §êm, n­íc d·i
Sterilize [‘sterilaiz] (v) Khö trïng, tiÖt trïng
Sluice [slu:s] (n) Cöa cèng, cèng, sù xèi
röa
Soiled (adj) D¬, vÊy bÈn
Wheelchair [‘wi:ltSeə] (n) Xe l¨n

Language focus

1. Relative pronouns: ‘Who’ ‘Which’ or ‘That’

Subject Object Possessive

For persons Who / that Whom/who/that Whose
For things Which/that Which/that Whose/of which

• Who is normally used, but that is a possible alternative after all,

everyone, no-one, nobody, and those.
E.g. The doctor who examined that patient is a qualified one.
 Everyone who/that knows him likes him.

• The object form is Whom, but Who is often used in spoken English,
that can be omitted.
E.g. The nurse whom I met yesterday is my sister’s friend.
The nurse who I met………
The nurse that I met……….
The nurse I met……………

• Whose and Which are used for possessive cases.

E.g. The patient whose left eye is blind is an engineer.
The couch the leg of which was broken was made in Germany.

2. Purpose:
• ……. so that…….
E. g. The beds are arranged so that patient can have as much fresh air
as possible.
John’s leg was X-rayed so that the surgeon could see the exact
site and extent of the fracture.

• ……..to + V. infinitive….
E. g. Furniture and fittings have been designed to permit easy cleaning
There must be adequate space between beds to prevent cross-
infection.
They come here to study nursing science program

Exercises
I. Read the text carefully before answering the following questions.
1.How many beds have most modern hospital wards?
2. How many cubicles or side wards are there?
3. What have two of these cubicles or side wards usually got?
4. Where are infectious patients accommodated?
5. For whom is the day room provided?
6.What do these patients do in the day room.
7. Why must lavatories and bathrooms be sufficiently spacious?
II. Complete the following sentences with the correct form of the verbs in
brackets 1.In
the past hospital wards (have)……………… very many beds.
2.The ward where I (work) ………have 16 beds
3.The nurse who admitted the new patient (give)…………..him an anti - tetanus
injection.
4.While the patient (wait)………………….. to go to theater, a quarter
hourly record of his blood pressure was kept.
5.These instruments (be sterilized)…………………. Yesterday.

III. Rewrite the following pairs of sentences as one sentence using ‘who’
‘which’ or ‘that’when necessary.
1. The patient is John’s father. You were talking to him yesterday.
2. The instruments are sterilized. They are in the box.
3.Someone phoned for an ambulance. He saw the accident.
4.The book is interesting. I am reading it.
5.The patient is going home now. You admitted him last Thursday.

IV. What do the following abbreviations stand for?

1. S. R. N. 3. t. p. r 5. p. m 7. W.H.O
2. C.S.S.D. 4. a.m. 6. E.N.T 8. G. P
V. Complete the following sentences with ‘so that’ or a suitable infinitive with
‘to’
1. A day room is provided…………ambulant patient have somewhere to relax.
2. The patient was given an antibiotic……… the onset of infection.
3. Hospital planners have used bright colors… a cheerful atmosphere.
4. Jane studied hard……….. she could pass her examinations.
5. Mai made notes at the lecture………….. she could remember the important
points.

VI. Translate the text into Vietnamese.

Unit 4:
anatomy for para–medical
students
 The human body is a remarkable complex and efficient machine. It takes in
and absorbs oxygen through the respiratory system. Then the oxygen-
enriched blood is distributed through the cardiovascular system to all tissues.
The digestive system converts digestible food to energy and disposes of the rest.
The skeletal- muscular system gives form to the body. And covering almost the
entire mass is the skin, the largest organ of the body. The science of the
structure of this complicated “ machine ” is called anatomy.
One of the major systems is the skeletal- muscular system. The body is
supported and given shape by this structure, consisting of more than 200 bones
and the muscles and tendons which are connected to them. They are strong but
can bend at their joints. They also serve as a shield, protecting the vital
internal organs from injury. A major bone structure in the body is the
vertebra ( spinal) column.
Muscles are special fibrous tissues found throughout the body. They control
movement and many organic functions by contracting in response to nerve
signals. Healthy muscles are said to have good muscles tone. Not all muscles
are healthy, however, for various ailments may affect them. The most
important muscle in the body is the heart. Without the heart and its
cardiovascular (circulatory) system, human life would not be possible.
The human heart consists of four chambers, two atria and two ventricles.
Each is made up of several layers of cardiac muscles arranged in circles and
spirals. Blood is pumped by the contraction phase, called the systole. The blood
is made up of two parts – plasma and blood cells.
The respiratory system starts at the nasal passages (nose), where air is
breathed in during inspiration.
The largest organ in the body is the outer covering called skin, the skin plus
its associated structures (hair, nails, sebaceous and sweat glands, and
specialized sensory receptors that enable the body to be aware of touch, cold,
heat, pain, and pressure) make up the integumentary system. Skin protects the
body from microbes and other impurities, prevents the loss of the body fluids,
and regulates body temperature.
Another major body complex is the digestive system, which processes the
food so that it can be used for energy. The process begins in the mouth, where
food is chopped and crushed by the teeth. In the mouth, saliva, excreted by the
salivary glands, provides enzymes that help to break down the food’s
carbohydrates. This taking of food into the body for digestion is called
ingestion. After food has been chewed, it passes through the esophagus into the
stomach. Peristaltic movements in the walls of the esophagus help push the
food along the alimentary canal… After 30 minutes to three hours in the
stomach, the food is converted into a semi liquid state and passes into the small
intestine.
 Liquid wastes are eliminated through the urinary system. Closely
associated with the urinary system is reproductive system, by which human life
is carried on to future generation.
The nervous system controls all other systems and bodily movements.
Nervous carry sensory impulses to the central nervous system and motor
impulses from the central nervous system. Motor impulses are those that
control muscles. The brain is not only the most important
component of the nervous system; it is also the controller of all body activities,
thoughts, and emotions… The cerebrum that gives humans their ability to
think, remember, and conceptualize. It is divided vertically into two halves
known as the left and right hemispheres. The left hemisphere processes verbal
functions, while the right hemisphere is involved in nonverbal activities and is
the seat of human creativity. It is amazing how well each system functions and
coordinates with other system to enable humans to live, reproduce, and create.
1. Other parts of the body

Male – anterior aspect

A
Aches and pains

A pain A swelling Sprained To ache

An ache A graze Stiff To hurt
A bruise A sting Sore To throb
A rash A bite To itch
A cut To irritate
A scar

I have ( I’ve got) a pain in my chest

My chest hurts.
My chest aches.

He has ( he’s got) a pain in his stomach.

His stomach hurts.
His stomach aches.

You have ( you’ve got) a pain in your elbow.

Your elbow hurts.
Your elbow aches.

She has ( she’s got) a pain in her leg.

Her leg hurts.
Her leg aches.

Female – anterior aspect Male – posterior aspect

Vocabulary
Human anatomy [‘hju:mənə’nætəmi] Gi¶i phÉu c¬
thÓ ng­êi
System [‘sistəm] ( n) HÖ thèng
Cardiovascular system [,kɑ:diəʊ'væskjʊlə] HÖ tim m¹ch
Digestive system [di’dzestiv] HÖ tiªu ho¸
Endocrine system ['endoukrain] HÖ néi tiÕt
Integumentary system [in,tegju'mentəri] HÖ bao ngoµi, da
Nervous system [‘nз:vəs] HÖ thÇn kinh
Reproductive system [ri:prə’d∧ktiv] HÖ sinh s¶n
Respiratory system ['respirətri] HÖ h« hÊp
Skeletal–muscular system[ 'skelitl'mʌskjulə] HÖ c¬ x­¬ng
Urinary system ['juərinəri] HÖ bµi tiÕt
Chamber of the heart Buång tim
Atrium ( singular)/ atria ( plural) T©m nhÜ
Ventricle(s) [‘ventrikl] T©m thÊt
Waste(s) [weist] (n) ChÊt cÆn b·
Impulse [‘imp∧ls] (v/n) (sù) thóc ®Èy
Cerebrum ['seribrəm] (n) N·o, ãc
Esophagus [i:'sɔfəgəs] (n) Thùc qu¶n
Integumentary [in,tegju'mentəri] (adj) ( thuéc) da
Epidermis [epi'də:mis] (n) BiÓu b×
Dermis [‘dз:mis] (n) Da, ch©n b×
Subcutis (n) M« d­íi da
Gland [glænd] (n) TuyÕn, h¹ch
Muscle [’m∧sl] (n) C¬
Tendon [‘tendən] (n) G©n
Male [meil] (n) Nam
Female [’fi:meil] (n) N÷
Ache [eik] (v/n) §au ( nhøc ©m Ø kÐo dµi)
Pain [pein] (v/n) §au, khã ë vÒ thÓ chÊt
Hurt [hз:t] (v) §au, bÞ ®au
 Throb [θr‫ە‬b] (v) Rung, ®Ëp m¹nh, håi hép
Itch [itς] (v) Ngøa
Irritate ['iriteit] (v) KÝch thÝch, lµm tÊy lªn,
r¸t
Sensory [’sensəri] (n) C¶m gi¸c, gi¸c quan
Hemisphere ['hemisfiə] (n) B¸n cÇu n·o
Conceptualize [kən'septjuəl] (v) NhËn thøc
Villus/villi( plural) ['viləs] (n) L«ng nhung, l«ng
t¬
Semiliquid [,semi'likwid] (adj) SÒn sÖt, nöa láng

Language focus

1. Analyzing words and word parts

• Nouns: singular/ plural ( regular forms/ irregular forms)
e.g: man – men / atrium – atria…

2. Prefixes: un- , in- , ir- , il- , … Prefix in- sometimes means in. Its opposite
is ex- , which means out, without, or away.

3. Tenses:
• Present simple passive: S + am/ are/ is + past participle
• Present perfect active and passive: S + have/ has + been +
p.participle

3. Relatives:
• Which / That can be used for thing(s) as S or O in complex
sentences
e.g: The system that removes urea and other waste materials from the body
in a liquid called urine.

Exercises
I.What is the main idea of the text
……a. The description of the human anatomy.
……b. The description of some systems.
……c. The description of male and female.

II. Read the text carefully and answer the following questions.
1. What are some important functions of the skin?
2. Which system controls breathing?
 3. Which system coordinates the activities of the other systems?
4. Which system contains the genital organ?
5. What is the name of the tissue that connects muscle to bone?
6. What is the blood made up of?

III. Mark each statement below T (true) or F ( false). Correct the statements
that are false.
…….a. The human body is a complicated “ machine”.
…….b. The most important muscle in the body is the heart.
…….c. Liquid wastes are passed out of the body through the respiratory
system.
…….d. The largest organ in the body is the mouth.
…….e. The human heart consists of four chambers.
…….f. Muscles control movement of the nervous system.
…….g. Atrium is made up of a layer of cardiac muscles.
…….h. Food is chopped and crushed by the stomach.

IV. Complete the following sentences with the correct form of words in
brackets.
1. The two systems ( unite)…………..by tiny capillaries.
2. He ( have)……….a pain in his head.
3. Atria and ventricles ( make)………..up of several layers of cardiac muscles
4. The digestive system that ( process)………………..the food is another major
body complex.
5. The spiratory (start)……..at the nose, where air (be breathe)…………..in.
6. Liquid wastes ( be eliminate)…………………through the urinary system.
7. The system that ( remove)……………..urea and other waste materials from
the body in a liquid ( call)………….urine.
8. The system that ( bring)………..oxygen into the body and removes carbon
dioxide ( be)………the respiratory.
9. After the food ( chew) ……………, it passes through the esophagus into the
stomach.
10. The nutrients ( absorb)…………..into the blood through the villi, which
line the walls of the digestive organs.

V. Translate the text into Vietnamese.

Unit 5:
BODY TEMPERATURE & PULSE

Human beings maintain an almost constant body temperature. The

normal temperature of some adults is as low as F and in other, is as high as
F.There is also a normal daily variation of about one degree. The temperature
is lowest in the early hours of the morning and highest in the evening.
Body heat is produced by metabolic and muscular activity. It is lost by
evaporation of sweat from the skin, expiration of air from the lungs and
excretion of urine and faeces.
The balance between heat production and heat loss is maintained by the
heat regulating centre in the hypothalamus, which is sensitive to minute
variations in the temperature of the blood passing through it.
A rise in blood temperature produces an increase in the flow of blood to
the surface of the body. Sweat gland activity is increased, muscle tone is
diminished and there is unwillingness to move about.
A fall blood temperature produces a decreased flow of blood to the
superficial vessels. There is decreased activity of the sweat glands increased the
muscle tone and a desire to move about. Shivering, which is a reflex
contraction of the muscles, may occur to increase heat production.

Fahrenheit and Centigrade

The Fahrenheit thermometric scale extends from to .
 F = - C, F = C (freezing point) and F = C (boiling point). Normal
body temperature is 98. F.
To convert degree Fahrenheit into degree Centigrade, we subtract
32, multiply by 5, and divide by 9.
• Example 100 F
100 – 32 = 68
68 x 5 = 340
340 : 9 = 37,7
F = 37, C
To convert from Centigrade into Fahrenheit, we multiply by 9, divide
by 5, and add 32.
• Example C
25 x 9 = 225
225 : 5 = 45
45 + 32 = 77 C= F

Pulse
The pulse is the wave of distention produced in the arteries when the
left ventricle of the heart contracts and pumps blood into the aorta. It is most
easy felt where a large superficial artery crosses a bone. The most convenient
point is on the anterior surface of the wrist, where the radial artery crosses the
radius.
The pulse rate is the frequency of the heart beat. This can vary
considerably. The normal pulse rate of some adults is as slow as 50 per minute,
and other as fast as 90 per minute: the average is said to be 72. In the infant,
the pulse rate can be as rapid as 140.
The pulse volume indicates the amount of blood in circulation, and the
propulsive power of the heart.
The pulse rhythm is normally even in time and force, but irregularities
occurs in health and in illness. In all cases where irregularities are noted, the
heart apex beat is counted. The heart apex can be located in the fifth
intercostals space about 2 inches to the left of the sternum.

Vocabulary
 Human [‘hju: mən] (adj) (thuéc) con ng­êi
Human beings (n) Con ng­êi, loµi ng­êi
Constant [‘konstənt] (adj) BÒn, kh«ng thay ®æi
Evaporation [i,væpə'rei∫n] (n) Sù bèc h¬i
Expiration [espaiə’reiSn] (n) Sù thë ra, sù h« hÊp
Faeces [‘fi:si:z] (n) CÆn, ph©n
Hypothalamus [,haipəuθǽləməs] Vïng n·o ®iÒu khiÓn th©n
nhiÖt
Metabolic [metə’bolik] (adj) (thuéc) sù trao ®æi
chÊt
Variation [veəri’eiSn (n) Sù biÕn ®æi
Pulse [p^ls] (n) M¹ch
Distention [dis’tenSn] (n) Sù c¨ng
Anterior [ǽn’tiəriə] (adj) Tr­íc, ®»ng tr­íc
Circulation [sə:kju’leiSn] (n) Sù tuÇn hoµn, sù
l­u th«ng
Posterior [pos’tiəriə] (adj) Sau, ®»ng sau
Heart apex [‘ha:teipeks] (n) Mám tim, ®Ønh tim
Irregularity [irǽgju:lǽriti] (n) Sù rèi lo¹n, kh«ng ®Òu
nhÞp
Radial [‘reidiəl] (adj) Xoay, quay
Sterna/Sternum [‚stə:nə][stə:nəm] (n) X­¬ng øc

Language focus
• Comparision of adjectives and adverbs
1. Equality comparison: ......... as + adj/ adv + as.............
E.g. This patient’s temperature is as high as it was yesterday.
Her heart beats as fast as it did at midnight.
2.Unequality comparison: ……not + as + adj/adv + as…..
E.g. Her temperature is not as high as his temperature.
This patient’s heart doesn’t beat as fast as that one’s
3.Comparatives: ……..(short) adj+er / adv+er + than…….
……..more + (long) adj / adv + than……
E.g. Pulse rate is not normally slower than 50 per minute.
She recovered more quickly than we expected.
His temperature decreased less rapidly than they had hoped.
 4.Superlatives: ……..(the) short adj/ adv+est…………….
…….(the) most + long adj /adv………….
E.g. Tom’s temperature was the highest we have ever recorded.
Pulse rate is the most easily felt at the wrist.
The most convenient point to take a person’s pulse is on the
anterior surface of the wrist.
He is a technician who speak English the most fluently of all.
• Notes: Irregular forms of adjs and advs in comparisons
- good / well → better → best
- bad/ badly → worse → worst
- far → farther → further
- little → less → least
- much/many → more → most
Double the final consonant if there is a vowel before it
* thin → thinner → thinnest
- big → bigger → biggest
- fat → fatter → fattest
*- y → - ier → - iest
- Happy → happier → happiest
- Dirty → dirtier → dirtiest

• Prepositions of time
We say at for fixed point of time at half past three.
We say on for days of the week I have my health examined on
Monday.
We say in for periods of time In summer, in May, in 2007.
In the morning.

Exercises
I. Write 5 sentences using the following words
- to maintain - to increase - to occur
- to produce - to decrease

II. Which words in the text have the same meaning as

- near the surface……………………………………………………………..
- unchanging…………………………………………………………………
- alteration……………………………………………………………………
- extremely small…………………………………………………………….
- breathing out………………………………………………………………..
- controlling…………………………………………………………………..
- changing into vapour………………………………………………………..

III. Fill in the missing words

- The patient is feeling (good)…………………….. she was yesterday.
- Pulse rate is usually (high)………………………. after exercises.
- This is (bad)……………….. attack of asthma I’ve ever had.
- Good, his heart is beating (strong)…………………… it was an hour ago.
- She recovered (quickly)…………………………. than they expected.

IV. Fill in the blanks with at, on or in

- She has holidays………… Christmas, ……. Easter and …….. the summer.
- The patient woke up several time ………….. night.
- …….. Mondays, Jane goes on duty……. six o’clock……. the morning and come
off duty……… two o’clock……….. the afternoon.
- Maria’s birthday is ……… June.
- Our club usually meets ……… the second Thursday………. the month, but………..
the summer, we meet…………… the weekend instate.

V. Translate the text into Vietnamese.

Unit 6:
Common diseases and Ailments
There is no end in sight in the battle between human beings and the
diseases that can destroy them. However, in the 20th century, the nature of
the enemy has changed dramatically. In countries where modern medical
facilities are available, infectious diseases that were once widespread killers
can now be prevented or diagnosed early and cured. Thanks to vaccines,
antibiotics, and improved sanitation, most of the dreaded epidemics of the
part are not likely to recur.
Today's major killers are noninfectious diseases - especially the various
forms of cardiovascular disease and cancer. As life expectancy increases,
people are more likely to succumb to degenerative conditions that the aging
body is susceptible to. In addition, many factors of modern life - such as
environmental pollution, occupational hazards, stress, a sedentary lifestyle,
an unhealthy diet, the use of cigarettes, drug and alcohol abuse - contribute
to the development of disease.
One of the most common serious afflictions in modern society is heart
disease. This general label encompasses many different abnormal
conditions, including congenital heart defects. The most common
cardiovascular disease is atherosclerosis . Patients with various kinds of
heart conditions may be treated medically with many different drugs
including anticoagulants to reduce the chance of blood clotting, beta
blockers to reduce high blood pressure …
Another major killer is cancer. Cancer is characterized by an
unrestrained growth of abnormal cells. There are three main types of
cancer: A carcinoma originates from the surface cells of the skin or the
linings of the internal organs; a sarcoma attacks the muscles, bones,
tendons, cartilage, fat, blood vessels, lymph system, or connective tissue;
leukemia afflict the blood forming - cells. Some cancers grow slowly, others
spread rapidly, doubling in bulk in days. Cancer can appear anywhere in
the body, but some common sites are the lungs, breasts, uterus, skin, colon,
prostate, and blood.
Today , many types of cancer can be cured, especially if detected early.
For this reason, many diagnostic procedures - such as a biopsy, mamogram,
or colonoscopy (examination of the large testine) or other internal
examination - are employed when cancer is suspected …
A disease that attacks the kidneys is nephritis. There are many different
types and many causes of nephritis, including bacteria and toxins. The
kidneys regulate the elimination of urine from the body. If the disease
becomes severe enough to destroy the kidneys, the victim can be saved
through the transplantation of a donor's kidney or by regular use of a renal
hemodialysis machine. This machine substitutes for the kidneys, cleansing
the body of its liquid wastes.

Diabetes mellitus is a disease in which the body no longer uses sugar

properly. Arthritis and rheumatism are general names for approximately
100 diseases that produce inflammation or degeneration of connective
tissue.
Besides osteoarthritis, many other noninfectious diseases can limit the
activities of the elderly. Osteoporosis - a condition in which bone loss
exceeds bone replacement so that the bones become less dense, more
porous, and more brittle. But what many elderly people fear most is the loss
 of mental abilities. Confusion, memory loss, and inabiliti to distinguish
between reality and fantasy (dementia) are all symptoms that can be caused
by damage to the brain.
Diseases that are common in childhood include chickenpox, measles,
mumps, diphtheria, and whooping cough. Children are routinely
immunized against most of these, as well as against tetanus. This is not true
in all parts of the world, however, and many children suffer needlessly as a
result. Fortunately, these diseases are not usually fatal. Many diseases are
transmitted by sexual contact. Once called venereal diseases, today they
commonly called sexually transmitted diseases (STD), such as gonorrhea,
syphilis, genital herpes, candidacies, trichomoniasis, and others.
The study of diseases should not make students fell fragile and
vulnerable. It is important to remember that the human body has a
remarkable ability to protect itself against disease and to cure itself when
illness or injury does occur. Moreover, when serious illness strikes, modern
medicine has extremely sophisticated tools for fighting back.

This drawing illustrates the differences between normal and cancer cells.
Vocabulary
Ability [ə’biləti] (n) kh¶ n¨ng
Abnormal [ǽb’no:məl] (adj) kh«ng b×nh th­êng, dÞ
th­êng
Abuse [ə'bju:s] (v) l¹m dông
Affliction [ə'flik∫n] (n) sù èm ®au ( nhÑ), bÖnh vÆt
Aging body ['eidʒiή] (n) c¬ thÓ l·o hãa
Atherosclerosis [æθirousklə'rousis] (n) chøng v÷a x¬ ®éng m¹ch
Anticoagulant [æntikəu'ægjulənt] (n) thuèc chèng ®«ng tô
Anticoagulin (n) thuèc chèng ®«ng m¸u
Attack [ə'tæk] (v) tÊn c«ng, ¨n mßn ( axit)
An attack afever (n) c¬n sèt
A heart attack (n) c¬n ®au tim
Bacteria [bæk'tiəriə] (n) vi khuÈn
Battle ['bætl] (n) cuéc chiÕn, chiÕn tr­êng
Beta blocker (n) khèi sinh thiÕt
Biopsy ['baiəpsi] (n) sinh thiÕt
Bone [bəun] (n) x­¬ng
Bulk [bʌlk] (n) kÝch th­íc, chÊt x¬
Breast [brest] (n) vó
Brittle ['britl] (adj) gißn, dÔ g·y, dÔ vì, hay c¸u
Brain [brein] (n) ãc, n·o
Cancer ['kænsə] (n) ung th­
Candidiasis (n) bÖnh nÊm
Carcinoma [kɑ:si'noumə] (n) ung th­ biÓu m«
Cardiovascular [kɑ:diəʊ'væskjʊlə] (adj) bÖnh c¬ tim
Cartilage ['kɑ:tilidʒ] (n) sôn
Cell [sel] (n) tÕ bµo
Chance [t∫ɑ:ns] (n) c¬ héi, dÞp
Characterize ['kæriktəraiz] (v) m« t¶ ai, c¸i g×, ®Æc tr­ng
Colon ['koulən] (n) ruét kÕt, kÕt trµng
Colonoscopy (n) soi kÕt trµng
Common ['kɔmən] (adj) phæ biÕn
Congenital [kən'dʒenitl] (adj) bÈm sinh
Contact ['kɔntækt] (n) sù tiÕp xóc, ng­êi tiÕp xóc
Contribute [kən'tribju:t] (v) gãp phÇn
Contribution [kɔntri'bju:∫n] (n) sù ®ãng gãp
Damage ['dæmidʒ] (v) ph¸ hñy
Destroy [di'strɔi] (v) ph¸ ho¹i, ph¸ hñy, tiªu diÖt
Disease [di'zi:z] (n) bÖnh tËt
Diabetemellitus (n) ®¸i th¸o ®­êng
Drammatically [drə'mætikli] (adv) ®ét ngét
Diagnose ['daiəgnouz] (v) chÈn ®o¸n
Diagnostic [daiəg'nɔstik] (adj) (thuéc) chÈn ®o¸n
Diphtheria [dif'θiəriə] (n) bÖnh b¹ch hÇu
Dreaded ['dredid] (adj) kinh sî, khiÕp ®¶m
Degenerative [di'dʒenərətiv] (adj) (thuéc) tho¸i hãa
 Dense [dens] (adj)
®Çn ®én
Dementia [di'men∫ə] (n)sa sót trÝ tuÖ
Defect [di'fekt] (v/n)
khuyÕt ®iÓm, khuyÕt tËt
Donor ['dəunə] (n)ng­êi cho, ng­êi hiÕn
Enemy ['enimi] (n)kÎ thï
Epidemics [epi'də:mis] (n) biÓu b×
Expectancy [iks'pektənsi] (n) triÓn väng
Elimination [i,limi'nei∫n] (n) sù bµi tiÕt, sù lo¹i bá
Exceed [ik'si:d] (n) v­ît qu¸, phãng ®¹i
Facility [fə'siliti] (n) kh¶ n¨ng, tiÖn nghi
Forming – cell (n) sù h×nh thµnh tÕ bµo
Fragile ['frædʒail] (adj) dÔ vì, dÔ háng, yÕu ít
Gonorrhea [gɔnə'ri:ə] (n) bÖnh lËu
Getinal herpes (n) bé phËn sinh dôc
Growth [grəuθ] (n) sù lín lªn, tr­ëng thµnh
Hazard ['hæzəd] (n) mèi nguy hiÓm, rñi ro
Hemodialysis (n) thÈm t¸ch m¸u
Infectious [in'fek∫əs] (adj) truyÒn nhiÔm, l©y
Internal [in'tə:nl] (adj) bªn trong, néi
Inflammation [inflə'mei∫n] (n) viªm, sù bèc ch¸y
Immunize ['imju:naiz] (v) t¹o mÈm dÞc, g©y
miÔnd
Kidney ['kidni] (n) thËn
Killer ['kilə] (n) kÎ giÕt ng­êi,thuèc gi¶m
®au
Likely ['laikli] (adj) cã thÓ, cã kh¶ n¨ng
Life-style (n) lèi sèng
Label ['leibl] (n) m¸c, nh·n
Lining ['lainiη] (n) líp lãt
Lymph [limf] (n) b¹ch huyÕt
Leukemia [lju:'ki:miə] (n) bÖnh b¹ch cÇu
Mamogram (n) phim chôp tia X vó
Moreover [mɔ:'rouvə] h¬n n÷a, ngoµi ra
Measle ['mi:zlz] (n) sëi
Mental ['mentl] (adj/n) (thuéc) t©m thÇn
Mump [mʌmp] (n) quai bÞ
Memor ['meməri] (n) trÝ nhí
Nature ['neit∫ə] (n) b¶n chÊt, tù nhiªn
Nephritis [ne'fraitis] (n) viªm thËn
Acute nephritis viªm thËn cÊp
Occupational [ɒkju'pei∫ənl] (adj) ( thuéc) nghÒ nghiÖp
Originate [ə'ridʒineit] (v) khëi ®Çu, b¾t nguån
Osteoarthritis [ɔstiouə:'θraitis] (n) viªm x­¬ng khíp
 Osteoporosis [ɒstiəʊpə'rəʊsis] (n) viªm x­¬ng khíp
Prostate ['prɔsteit] (n) tuyÕn tiÒn liÖt
Procedure [prə'si:dʒə] (n) thñ thuËt,
Prous (adj) cã lç, rç, xèp
Protect [prə'tekt] (v) b¶o vÖ, che chë
Pollution [pə'lu:∫n] (n) sù (chÊt) « nhiÔm
Recur [ri'kə: ] (v) t¸i diÔn
Rectum ['rektəm] (n) trùc trµng
Reduce [ri'dju:s] (v) gi¶m bít, h¹
Regulate ['regjuleit] (v) ®iÒu chØnh, quy ®Þnh
Renal ['ri:nl] (adj) thuéc thËn
Rheumatism ['rumətizəm] (n) bÖnh thÊp khíp
Replacement [ri'pleismənt] (n) sù thay thÕ
Routinely [ru:'ti:nli] (adv) th­êng lÖ
Result [ri'zʌlt] (n) kÕt qu¶
Remarkable [ri'mɑ:kəbl] (adj) ®¸ng chó ý, râ rÖt
Sendentary [sendntəri] (n) tØnh t¸o
Sendentary posture [postSə] t­ thÕ ngåi tØnh t¸o
Surface ['sə:fis] (n) mÆt, bÒ mÆt
Suspect [sə'spekt] (v) nghi ngê, hoµi nghi
Severe [si'viə] (adj) gay g¾t, d÷ déi
Substitute ['sʌbstitju:t] (v) thay thÕ
Suffer (from) (v) chÞu ®ùng, tr¶i qua
Strike [straik] (n) ®×nh c«ng, b·i c«ng
Site [sait] (n) ®Þa ®iÓm, n¬i, chç
Sanitation [sæni'tei∫n] (n) hÖ thèng b¶o vÖ søc
kháe,
hÖ thèng vÖ sinh
Tetanus [tetənəs] (n) uèn v¸n
Uterus ['ju:tərəs] (n) d¹ con, tö cung
Uteriuses ( plural)
Vaccine ['væksi:n] (n) vacin
Vessel ['vesl] (n) ven
Waste [weist] (n) chÊt th¶i, cÆn b·
Whooping- caugh [hu:piη ko:f] (n) ho gµ
Language focus
1. Prefixes: ab______
anti______
- Note that English prefixes do not always change the part of speech of the
words that they are attached to. They mainly modify the lexical meaning of
the words they are added to.
• ab_____ means different, especially in a way that is not desirable,
from what is normal, ordinary or expected.
e.g. abnormal ( adj)
abnormality ( n)
abiology ( n): v« c¬ häc
• anti_____ is a prefix used widely with nouns and adjectives. It
means apposed to or against.
e.g. antibody ( n)
antiseptic( adj / n)
antifreeze ( n)
antibiotics ( plural n)
antihistamine (n)
2. Pronouncing medical and general words.
• Nouns and adjectives: Note the change is stress.
Nouns Adjectives
Allergy / 'ælədʒi / Allergic / ə'lə:dʒik /
Anatomy / ə'nætəmi / Anatomical / ænə'tɔmikəl /
Bacteriology / bæk,tiəri'ɔlədʒi / Bacterial / bæk'tiəriəl /
Biology / bai'ɔlədʒi / Biological / baiə'lɔdʒikəl /
Economy / i:'kɔnəmi / Economical / i:kə'nɔmikəl /
Osteopathy / ɔsti'ɔpəθi / Osteopathic / ɔstiə'pæθik /
Physiology / fizi'ɔlədʒi / Physiological / fiziə'lɔdʒikl /
Symptom / 'simptəm / Symptomatic / simptə'mætik /
Trauma / 'trɔ:mə / Traumatic / trɔ:'mætik /
• Notice the changes in the underlined vowel sounds
Diabetes / daiə'bi:tiz / Diabetic / daiə'betik /
Diagnose / 'daiəgnouz / Diagnostic / daiəg'nɔstik /
• The following pair contains both stress and vowel changes:
Degeneration / di,dʒenə'rei∫n / Degenerative / di'dʒenərətive /
• Pronoun these words. Note which syllable stressed
Angina / æn'dʒainə /
Aneurysm / 'ænjuərizm /
Anaesthesia / ænis'θi:zjə /
Atherosclerosis / æθirousklə'rousis /

Exercises
I. Answer the following questions as the text
1. What are the main reasons why noninfectious diseases have become the
major killers in modern societies?
2. What are the main types of cancer?
3. Is heart disease one of the most common serious diseases in modern
society?
4. Can all types of cancer be cured today?
5. Do you think " diabetes" is an infectious disease?
6. Has the modern medicine extremely sophisticated tools for fighting back
diseases?
II. Read the text carefully and mark the following statements T (true) or F
(false)
1. _____People don't contract infectious diseases very often any more.
2. _____ Life expectancy means how long the average person of a stated age
is likely to live
3. _____ When part of the heart muscle dies, the patient dies, too.
4. _____ Scientists know what causes all types of cancer.
5. _____ Diabetes can be cured by taking insulin tablets.
6. _____ Some various forms of cardiovascular disease are noninfectious
diseases
7. ______ Carcinoma does not originate from the surface cells of the skin
III. Match each medical word or phrase with the common word or phrase
that means the same
1. antibiotic _______ hypertension
2. cardiac infarction _______ heart attack
3. high blood pressure _______ loose stools ( bowel movements)
4. diarrhea _______ heal
5. treatment _______ loss of memory
6. dementia _______ process of treating
7. cure ______ penicillin
8. hazard _______ ( slight) illness
9. ailment _____ risk
IV. Complete each sentence below by underlining the correct word to
complete the idea
1. One abnormal condition which is not common among elderly patient is
________
Cataracts Acne Atherosclerosis Hypertension
2. A vaccine can provide immunity against ________
Tuberculosis Poliomyelitis Muscular dystrophy Cancer
3. Which of the following is not transmitted through sexual contact?
AIDS Diabetes Gonorrhea Syphilis
 4. A person who is sensitive to a certain substance is said to be allergic to it.
Which of the following is not usually a sign of an allergy?
Sneering A rash Difficult or noizy breathing Hiccups
5. Which one of the following is not an infectious condition?
Tuberculosis Hay fever Polio Chickenpox
V. Translate the text into Vietnamese.

Unit 7:
The flu
Influenza is also called the flu. It is an infection that causes fever, chills,
cough, body aches, headaches, and sometimes earaches or sinus problems.
The flu is caused by the influenza virus. A virus is a microorganism, which
means it’s so small that you can’t see it without microscope.
For more people, the flu is a drag, but it goes away in a week or two. But for
some people, the flu can make them very sick. Those groups include: Babies
and kids under age 5; people older than 65; adults and kids who have health
problems, such as diabetes and asthma.
Anyone who’s at risk of getting really sick needs to get a flu shot, or
vaccine. People such as doctors and nurses also need the shot because they take
care of sick people.
Healthy kids and adults can also get a flu shot, so they are less likely to get
the flu. Flu vaccines are usually given in the fall, before flu season starts. Flu
season means the months of the year when a lot of people have the flu and it’s
easy to catch it. It starts in November and usually ends in April.
If you get the flu vaccine, or shot, it will protect you from getting a bad case of
the flu. You either won’t get the flu at all or, if you do get it, you will have only
mild symptoms and you should get better pretty quickly. Like other shots, a flu
shot is given using a needle. There’s also a nasal mist flu vaccine, which is a
spray that’s squirted up your nose.
Whichever one you get, you need to get a new vaccine every year. Why?
Because the flu virus changes every year and the vaccine is specially created to
fight the viruses that are going to be a problem that year. This virus gets
around in little drops that spray out of an infected person’s mouth and nose
when she or he sneezes, coughs, or even laughs. You can catch the flu from
someone who has it if you breathe in some of the tiny flu – infected drops. You
can also catch the flu if those drops get on your hands and you touch your
mouth or nose. No wonder people are always saying to cover your mouth when
you sneeze. Based on your symptoms, your doctor can usually tell if you have
the flu, especially during times when a lot of flu is going round your town.
Once your doctor says you have the flu, you can start taking three steps to feel
better: Rest in bed or on the couch. Drink lots of liquids, like water, chicken
broth, and other fluids. Take the medicine your mom or dad give you to ease
fever, aches and pains. Tell your doctor if you have trouble breathing, your
muscles really hurt, or if you feel confused. These are signs you may need to
see the doctor again.

Vocabulary
Adult ['ædʌlt, ə'dʌlt] (n) ng­êi lín, ng­êi tr­ëng thµnh
Asthma ['æsmə] (n) bÖnh hen xuyÔn
Confuse [kən’fju:z] (v.tr) nhÇm lÉn, bèi rèi
Diabetes [,daiə’bi:tiz] (n) bÖnh tiÓu ®­êng
Drop [drop] (n) giät (n­íc, m¸u, thuèc)
Drop by drop tõng giät, tõng giät mét
Ease [i:z] (n/v) (sù) dÔ dµng, tho¶i m¸i
Flu [flu:] (n) bÖnh cóm
Influenza [,influ’enzə] (n) cóm, c¶m cóm
Microorganism [,maikrou'ɔ:gənizm] (n) vi trïng , vi khuÈn
Sinus [‘sainəs] (n) xoang, rß
Squirt (up) [skwə:t] (v) lµm(n­íc) b¾n ra, vät ra, xÞt
Spray (out of) (v) phun
Vaccine ['væksi:n] (n) vacxin
Vaccinate [,væksi'nei∫n] (v.intr) chñng, tiªm chñng
Virus ['vaiərəs] (n) vi rót
Language focus
Passive sentences
1. A passive verb has a form of be and a passive participle. Be is in the
same tense as the equivalent active form. The passive participle has the
same form as a past participle: performed, taken, sent.
E.g. He was sent to Bach Mai hospital out of serious condition.
• Simple tenses ( simple form of be + passive participle )
E.g. Large number of people are killed by lung cancer
Antibiotics must be prescribed by the doctors.
• The perfect ( perfect of be + passive participle )
E.g. Cocaine has been seized by FBI.
Children have been protected strongly by the UNCEF.
• The continuous ( continuous of be + passive participle )
E.g. A 30- year- old woman is being given transfusion.
Some medical records were being written by a trainee doctor.
• Will and be going to ( future of be + passive participle )
 E.g. Vitamins will be given to her.
Those patients are going to be X- rayed in some minutes.
2. We form negatives and questions in the same way as in active sentences.
In the negative not comes after the (first) auxiliary; in questions there is
an inversion of subject and (first) auxiliary
E.g. His medical history was not given until his relative came.
When was the patient operated?
3. Modal verbs in the passive
• Modal verbs + be + passive participle
E.g. Patients can be arranged as the number the beds in the ward.
Children should really be looked after carefully.
Meals have to be prepared everyday.
Many things that used to be done for sick people before admitting to
hospital.
• A modal verb can also go with the perfect and the passive
together.
E.g. These medicines ought to have been taken by her earlier.
The patient’s history might have been taken by the receptionist.
4. The passive with to – infinitive and gerund
• To – infinitive
E.g. I expect to be invited to the health conference.
I’d like this pot to be cleared away.
I’d like this rubbish to have been cleared away as soon as possible.
• Gerund
E.g. Being searched by customs officers is unpleasant.
I was afraid of being laughed at.
I’m annoyed at having been made a fool of.
Exercises
I. Read through the text and answer the following questions with complete
sentences.
1. What is the flu caused by?
2. What are the symptoms of influenza?
3. Why can the flu make babies and old people very sick?
4. When are flu vaccines usually given?
5. How long does the flu often last?
6. Why do you need to get a new vaccine whichever one you need?
7. Is flu a contagious disease?
8. How does it spread?
9. How can doctors and nurses avoid catching flu when they have contact
with the patients who caught it?
10. What sorts of drinks do the victims need?
II. What words in the text mean the same as the italic words
1. Someone who has suffered from temperature, slightly cold .
2. Infants, grown-ups, and small children who have health risks.
 3. Health workers need the preventive injection because they look after sick
people.
4. Vaccine is specially invented to fight the virus of influenza.
5. When the doctor says you have the flu, you should take three stages to
feel better.
III. Complete the following sentences by supplying the correct form of the
verb.
1. He (be) ill with pneumonia since June.
2. Dead tissue (remove) by the surgeon.
3. The flu (cause) by the influenza virus.
4. Animals should really (see) in their natural habitat.
5. You should try to avoid (lift) heavy weights.
IV. Translate the text into Vietnamese.

Unit 8:
Foods our bodies need
To stay healthy
To eat right means to eat enough, but it also means to eat a balance of
the different foods the body needs.
To be healthy and strong our bodies need a balance of different
nutritious foods everyday. At every meal we should eat something from each of
these four food groups.
1.Body-building foods or proteins: Proteins are body-building foods. They
are necessary for propper growth, for making healthy muscles, brains and
many other parts of our bodies. To growth and be strong, everyone should eat
enough protein everyday.
Foods with high protein: meat, milk, chicken, cheese, eggs, soybeans, fish,
insects, seafood.
Foods with some protein: beans, groundnuts ( peanuts), peas, dark or
green leafy vegetables, lentils, cereals ( wheat, oats, millet, etc…), nuts.
2. Energy foods or carbohydrates: sugars and starches
Starches and sugars are energy foods. They are line wood for our fires.
The harder a person works, the more energy foods he needs. But a diet of these
foods alone, without proteins, makes our bodies weak.
Starches: maize (corn), cereals, noodles, potatoes, sweet potatoes, yams
squash, cassava, cooking bananas, taro, raw sugar, fruit, honey, molasses milk.
3. Energy storage foods: fats and oils
Fat is a concentrated form of stored energy. Our bodies change fat into
sugar when more energy is needed. To eat a lot of fat can be harmful, but
eating some fat or oil with each meal is healthy.
 Foods high in fat: cooking oil, bacon oil salad, meat fat, butter,
margarine.
Foods with some fat: groundnuts, sesame, soybean, coconut, avocado,
milk.
4. Protective foods: Those rich in vitamins and minerals
Vitamins are protective foods. They help our bodies work properly. We
become sick if we do not eat foods with all the necessary vitamins.
Minerals are needed for making healthy blood, bones, and teeth.
Foods rich in vitamins and minerals: meat ( especially liver ), chicken,
eggs, fish ( fish liver oil – for vitamin A ), cheese, milk, vegetables, fruit, whole
grain, cereals, seaweed ( for iodine ).

Vocabulary
Avocado [ævou'kɑ:dəu] (n) qu¶ lª
Body-building food (n) thøc ¨n båi ®¾p c¬ thÓ
Cassava [kə'sɑ:və] (c©y) s¾n
Coconut [kəukən٨t] (n) qu¶ dõa
Cereal ['siəriəl] (n) ngò cèc
Corn [kɔ:n] (n) ng«
Energy ['enədʒi] (n) n¨ng l­îng
Energy storage (n) n¨ng l­îng dù tr÷
Insect ['insekt] (n) c«n trïng
Iodine ['aiədi:n] (n) i«t
Lentil ['lentil] (n) ®Ëu l¨ng
Maize [meiz] (n) bét ng«
Millet ['milet] (c©y, h¹t) kª
Mineral ['minərəl] (n) chÊt kho¸ng
Oat [əut] yÕn m¹ch
Peanut ['pi:nʌt ] (n) l¹c
Protective food (n) thøc ¨n phßng vÖ
Seafood ['si:fud] (n) h¶i s¶n
Sesame ['sesəmi] (n) võng
Soyabean ['sɔiə bi:n] (n) ®Ëu nµnh ( ®Ëu t­¬ng )
Squash [skwɔS] c©y bÝ
Starch ['sta:t∫] (n) tinh bét
Sweet potato (n) khoai lang
Taro ['tɑ:rəu] khoai sä
To stay healthy (v) gi÷ søc khoÎ
Whole grain [həulgrein] (n) lóa m×

Exercises
I.Answer true or false according to the information in the text.
1. Our bodies need nothing to be healthy
2. Proteins are necessary for the grown-up of our bodies
3. We need energy to do everything
4. Noodle is one of the energy food
5. Plant foods contain all the proteins a person needs
6. We should eat enough protein only
7. We need a balance nutritious foods everyday
8. We can’t be sick if we don’t eat foods with all the necessary vitamins

II. Translate the text into Vietnamese.

Unit 9:
Admissions
In general, most people who fall unseriously ill are treated at home by
their family doctors. Not all illness can be treated at home, however, so
many people are admitted to hospital at some time during their lives. They
are admitted either as arranged admissions or as emergency admissions.
1. Arranged admissions.
A patient who goes into hospital as an arranged admission has
previously attended an out-patients' clinic to which he has been sent by his
family doctor . At the clinic he is examined, his previous history is taken
and all the necessary investigations are carried out. If admission is
recommended, his name is put on a waiting list and when a bed is an
appropriate ward becomes vacant, he is sent a letter which tells him when
to report to the hospital for admission. With this letter, most hospitals
enclose a leaf-let telling the patient what he will need while he is in hospital.
The leaflet also outlines the general ward routine and gives details of
visiting hours.
A sample: An Arranged Admission
A patient who has been on the waiting list for admission has received a
letter telling him to report to Dixon ward at Cambury Hospital for
admission on 24th July at 2.30 p.m. At 2.30 he arrives at the sister's office.
Here is the admission card she filled in:
Cambury hospital
Hosp. Reg. No.
Admission card Ward / Dept.

surname ( in block letters) first name(s)

Mc LEOD peter john
address & telephone no. date of birth
26 green end, water beach 21. 12. 1934
234
civil state occupation
Married ( in the case of a child, father's
occupation)
carpenter
religion name & address of next
C. of E. of skin
mary mc leod ( wife)
As above
name & address of G.P. telephone no.
dr beale ( if not on the phone, give a
the oaks, high st, land number where message may be
beach sent. Add " Messages only"
surgeon or physician in charge of case
Mr thorpe

Here is what they said

Patient: Excuse me, nurse. Is this Dixon ward?
Sister: Yes, this is Dixon.
Patient: Well, I'm Peter Mc Leod. You sent me a letter telling me to report
here
at half past two.
Sister: That's right, Mr Mc Leod. Would you come in and sit down, please?
We
have to fill in an admission card.
Patient: Thank you.
Sister: Now, your surname is Mc Leod - Would you spelling it, please?
Patient: M C capital LEOD.
Sister: Thank you. And your Christian names?
Patient: Peter John.
Sister: Where do you live?
Patient: 26 Greenend, Waterbeach
Sister: Are you on the phone?
Patient: Yes, Waterbeach 234.
Sister: And when were you born?
Patient: 21st December 1934.
Sister: Are you married?
Patient: Yes, I'm.
Sister: And what's your occupation?
Patient: I'm a carpenter.
Sister: What's your religion?
Patient: Church of England.
Sister: It says here, ' Name and address of next skin'.
Who is your nearest relation?
Patient: My wife, Mary
Sister: And you live at the same address?
Patient: Yes, of course.
Sister: Now, who is your family doctor?
Patient: Dr Beale.
Sister: And his address?
Patient: The Oaks, High Street, Landbeach
Sister: Do you know which doctor is in charge of your case?
Patient: Er… I believe it's Dr Thorpe.
Sister: Ah yes. Mr Thorpe - he's a surgeon, you see.
Well, thank you, Mr Mc Leod. If you would just wait here for a few
minutes, I'll get a nurse to come and take care for you.
2. Emergency Admissions
Nowadays, many people go into hospital as a result of accidents or
sudden illnesses. These patients are called emergency admissions. They are
often seriously ill and inneed of immediate care and attention. Unlike
arranged admissions, little or nothing is known about emergency
admissions or their

previous histories. They are usually taken to the casualty and emergency
department by ambulance. They are often unconscious. Sometimes they are
accompanied by friends or relatives who are able to supply at least their
personal particulars. In the casualty department, they are examined and
the necessary emergency treatment is carried out. If possible their previous
histories are taken. The appropriate ward is notified that a patient is being
sent up so that the necessary preparations can be made.

Vocabulary

Accompany [ə'kʌmpəni] (v) cung cÊp, kÌm theo

Admit [əd'mit] (v) nhËn vµo, cho vµo
Admission [əd'mi∫n] (n) viÖc nhËn vµo
Admission card (n) thÎ tiÕp nhËn
Arranged admission (n) tiÕp nhËn ®Þnh s½n
Ambulance ['æmbjuləns] (n) xe cøu th­¬ng, xe cÊp cøu
Emergency admission (n) nhËp viÖn cÊp cøu
Appropriate [ə'proupriət] (adj) thÝch hîp, thÝch ®¸ng
Attend [ə'tend] (v) chó t©m, cÈn thËn
Attention [ə'ten∫n] (n) sù chó ý, ch¨m sãc
Civil state [‘sivl steit] theo nhµ n­íc, c«ng
d©n nn
Detail ['di:teil] (n) chi tiÕt, riªng biÖt
Enclose [in'klouz] (v) bá kÌm, göi kÌm
Investigation [in,vesti'gei∫n] (n) sù ®iÒu tra, nghiªn cøu
Investigate [in'vestigeit] (v) kiÓm tra, kh¸m ph¸
Immediate [i'mi:djət] (adj) trùc tiÕp, lËp tøc
Leaflet ['li:flit] (n) l¸ non
Notify ['noutifai] (v) b¸o tin, th«ng b¸o
Out-patients' clinic phßng kh¸m bÖnh nh©n
ngo¹i tró
Outline ['autlain] (v) vÏ ph¸c, ph¸c th¶o
Religion [ri'lidʒən] (n) t«n gi¸o, tÝn ng­âng
Report [ri'pɔ:t] (v) b¸o c¸o, t­êng tr×nh
Routine [ru:'ti:n] (n) thñ tôc
Sent up (v) göi ®Õn
Sister ['sistə] (n) n÷ y t¸
Widow ['widəu] (n) qu¶ phô
Widower ['widəuə] (n) ng­êi gãa vî

Language focus
1. Command
- Come in Say something
- Sit down Sit up
- Stand up Bend down
- Turn round
2. Polite requests
Patients in hospital are usually anxious and fearful. It is important that
hospital staff put them at their ease, by being polite and pleasant. The
following drills teach you polite forms in English. Be careful about the way
your voice rises and falls when you say these sentences.
- Will you come in, please?
- Would you come in, please?
- Would you mind standing up, please?
3. Tenses revision.
- Present simple: active / passive
- Present perfect: active / passive
- Past simple: active / passive

Exercises
I. Read through the text and answer the following questions with complete
sentences.
1. Why are most people admitted to hospital at some time during their
lives?
2. What sort of clinic has an arranged admission previously attended?
3. What is done if admission is recommended?
4. What is the patient sent by the hospital?
5. Why are patients admitted as emergencies?
6. What happens to an emergency admission in the casualty department?
7. What is the ward notified that a patient is being sent up?
II. What words in the text mean the same as
1. Someone who comes to hospital as a result of a sudden illness or accident
…………………………………………….
2. Facts about a person's health in the past
…………………………………………….
3. Not knowing - feeling - seeing, etc, anything at all
…………………………………………….
4. Facts about a person's age, sex, height, weight, married - or - single, etc
……………………………………………..
5. A printed sheet of paper giving information about a certain subject
……………………………………………...

III. Make the following polite requests

1. Open the window.
2. Close the door.
3. Spell your name.
4. Repeat the question.
5. Notify the ward.
6. Ring casualty.
7. Fill in this form
8. Help me with this.
9. Take him to X-ray.
10. Come in.
11. Roll your sleeve up.
12. Take your shirt off.
13. Hold your head up.
 14. Hold your breath in.
15. Take your trousers off.
16. Keep your mouth open.
17. Keep your eye shut.
18. Raise your hand.
19. Put out your tongue.
20. Turn over.
IV. Complete the following sentences by supplying the correct form of the
verb
1. He ( be) ill with pneumonia since June.
2. When the phone rang, I ( do) the t.p.rs.
3. Dead tissue ( remove) by the surgeon.
4. These patients ( catheterize) last night.
5. While sister ( phone) for the doctor I ( give) mouth- to- mouth
resuscitation.
V. Interview your partner.
Ask the type of question the sister used in the dialogue and fill in this form.

Surname:………………………………………………..
First name:………………………………………………
Address:…………………………………………………
Phone number:…………………………………………..
Date of birth:…………………………………………….
Civil state:……………………………………………….
Religion:…………………………………………………
Occupation:………………………………………………
Next of skin:……………………………………………..

VI. Translate the text into Vietnamese

Unit 10:
Taking a history
Doctor: Come in, Mr. Green. Come and sit down here. I’ve had a letter from
your doctor and she tells me that you’ve been having pain, pain in your chest.
Patient: Yes, and in my arm, and also tingling in my fingers and …
Doctor: Yes, now when did you first notice this pain?
Patient: Er, well. I suppose about six months ago.
Doctor: And can you remember when it first came on?
Patient: Yes, well I remember. I got a bad pain in my chest when I was
shopping. It was so bad that I couldn’t breathe and……
Doctor: And where, in which part of your chest did you feel the pain?
Patient: Well, right across my chest.
Doctor: And how long did it last?
Patient: Ooh, about ten minutes.
Doctor: And what did you do when it happened?
Patient: I had to stop and wait for it to go away.
Doctor: So, have you had this, the pain again since then?
Patient: Yes, I often get it when I overdo things, and when I …..
Doctor: Well, I think at this stage I’d like to examine you, your chest. So if you
could strip to your waist.
Patient: Right. There we go.
Doctor: That’s fine. I’ll just check your pulse first of all. Fine. That’s fine.
It’s quite normal, seventy per minute.
Patient: Er, right.
Doctor: Now, your blood pressure. Fine. That’s quite normal, too, 130 over
80.
Patient: Oh, I’m pleased to hear it.
Doctor: Now I’m going to listen to your heart, so I want you to breathe
normally – Mm, your heart sounds quite normal.
Patient: Well, that’s a relief.
Doctor: Well now, I want you to take deep breaths in and out while I check
your lungs. In. Out. In. Out. Fine. They are completely clear. Well, Mr. Green,
the pain you’ve been having sounds very much like the pain of what
we call angina, and this, well this occurs when not enough oxygen is getting
to the heart. Now I’d like to check a few tests, and, following that I’ll be able
to advise some treatment for you.

Vocabulary
Angina [æn'dʒainə] (n) chøng ®au th¾t ngùc, ( bÖnh viªm häng)
Examine [ig'zæmin] (v) kh¸m xÐt, thÈm tra, nghiªn cøu
Occur [ə’kə:] (v) x¶y ra, xuÊt hiÖn,t×m thÊy
Strip [strip] (v) cëi (¸o), t­íc ®o¹t
Suppose [sə’pəuz] (v) gi¶ sö, ­íc chõng
Check one’s pulse (v) b¾t m¹ch
Normal ['nɔ:məl] (adj) b×nh th­êng
Tingle [tidz] (n/v) cã c¶m gi¸c (sù) ngøa ran
A dull sort of ache [ə d^l so:t əf eik] kiÓu ®au ª Èm
A feeling of pressure[ə’fi:liη əf‘preSə] c¶m gi¸c bÞ ®Ì nÆng
Very sore like a knife rÊt nhøc nh­ dao ®©m
A burning pain [ə’bə:niη pein] ®au nãng r¸t

Language focus
1. Note how the doctor starts the interview
- What’s brought you along today?
- What can I do for you?
- What seems to be the problem?
2. Note how the doctor asks how long the problem has lasted
- How long did it last?
- How long has it been bothering you?
- How long have you had it?
3. Note how the doctor asks where the problem is.
- Which part of your chest did you feel the pain?
- Which part of your chest is affected?
- Which part of your back is affected?
- Which part of your head is affected?
*Other ways of finding this out are:
- Where does it hurt?
- Where is it sore?
4. Note how the doctor asks about the type of pain
- Can you describe the pain?
- What’s the pain like?
- What kind of pain is it?
5. Note how the doctor asks if anything relieves the pain.
- Is there anything that makes it better?
- Does anything make it worse?
*Doctor often asks if anything else affects the problem
- What effects does food have?
- Does lying down help the pain?

Exercises:
I. The hospital consultant made these notes of her interview with Mr. Green.
Complete as many of the gaps as you can with the help of the conversation.
Surname: (1) First names: Peter
Age: (2) Sex: (3) Marital status: M
Occupation: (4)
Present complaint:
………………….(5) Chest radiating to L arm. Started with severe attack c
dyspnoea. Pain lasted…………………(6) relieved by rest, has occurred since on
exertion.
O/E
General condition
ENT
RS Chest……………………….(7)
CVS …………………(8) 70/min ………………………..(9) 130/80
………………….(9) normal
GIS
GUS
CNS
Immediate past history:

Points of note:

Investigation:

Diagnosis:

II. Complete the questions with a suitable word that the doctor asks about the
systems.
1. Have you any trouble ………….. your stomach or bowels?
2. What’s your appetite…………………….?
3. Any ………………. with your waterworks?
4. What about coughs or wheezing or shortness……….. breath?
5. Have you noticed any weakness or tingling…………. your limbs?

III. Match each of the suspected problems in the first column with a suitable
question from the second column.
1. Depression a. Have you had any pain in your chest?
2. Cardiac failure b. Do you ever get wheezy?
3. Asthma c. What sort of mood have you been in recently?
4. Prostate d. Any problem with your waterworks?
5. Coronary thrombosis e. Have you ever cough up blood?
6. Cancer of the lung f. Have you had any shortness of breath?
IV. Play the part of the doctor. Ask questions about systems and specific
problems for each of these cases.
1. The patient is a man in late middle age. He has coughed up blood several
times in the last few weeks.
2. The patient is an elderly man. He has been getting more constipated over
the past few months.
3. The patient is a middle – aged woman. She gets pain in her stomach after
meals.
4. The patient is a young woman. She has pain when she is passing urine.
5. The patient is a young man. He has a frontal headache.

V. Translate the text into Vietnamese.

Unit 11:
Observation of the patient &
Nursing care
1. After admission, general observation of the patient is made regularly.
Here the staff nurse is telling the student about observing patients.
Staff: You know that we have to keep an eye on all patients all the time,
don’t you?
Student: Yes, we have to keep on the look out for changes in their condition.
Staff : That’s right . What sort of changes?
Student: Er, changes in t. p. r, changes in colour. What mental state he’s in.
And of course anything on his record card. I must say it seems
awful lot. How do we find the time to do it?
Staff : You must get into the habit of observing the patients when you are
carrying out normal nursing duties. After a time it becomes second
nature.
Student: They gave us a list of thing to look for in training school. I expect
I’ll get used to it soon.
Staff : Don’t forget that it’s very important to chat to patients. If you get
on friendly with them, it’s a great help.
Student: Why?
Staff : Well it makes them more relaxed. Also they may tell you some-
thing about their lives which has some bearing on their illness.
Student: And what about the quiet ones?
Staff : There may be a lots of reasons why they don’t want to talk to you.
They may be frightened. They may be depressed. They may not be
able to speak the language. The important thing is that even
though you’re rushed off your feet you must find time to talk to
people. You’ll be surprised how important it is.

2. Soon after the patient had returned to the ward, he began to regain his
consciousness. The nurse who was looking after him removed the airway
from his mouth and gave him a pillow for his head. For the next few
hours he slept soundly. From time to time the toes of his injured leg were
examined to see if they were warm and pink, and his pulse and blood
pressure were taken half – hourly.
At 6. p. m. he woke up and complained of severe pain in his leg, so he
was gien an intramuscular injection of 50 mgs of Pethidine at 6,10 p. m.
As
his blood pressure was now within normal limits, the bed-block was
taken
 away and a bed-cradle was put in his bed to take the weight of the bed-
clothes
off his legs. A nuse offered him a bottle, but he said he could not manage
to
pass water.

A nurse visited him during the evening to check that he was all right
and
that he would be able to sleep. The nurse gave him a second injection of
Pethidine at midnight because he complained of further pain. Two
nurses
came and help him to wash his hands and face and change the white
theatre
gown into his own pyjama jacket. He, who had been allowed frequent
sips of
water because he had not complained of nausea, was now given a cup of
tea
and told the nurses that he was beginning to feel fine.

Sphygmomanometer

Vocabulary
Awful [‘o:ful] (adj) đáng kinh sợ, khủng khiếp
Depressed [di’prest] (adj) chán nản, thất vọng
Frightened ['fraitnd] (adj) hoảng sợ, khiếp đảm
Observe [ə'bzə:v] (v) quan s¸t, nhËn xÐt, theo dâi
Observation [,ɑbzə'vei∫n] (n) sù quan s¸t, nhËn xÐt, theo dâi
Mental state [mentəl steit] tr¹ng th¸i tinh thÇn
Nature ['neit∫ə] (n) sự tự nhiên, bản tính, bản năng
Term [tə:m] (n) ng«n ng÷, lêi nãi
To keep an eye on someone tiÕp tôc quan s¸t, theo dâi
To get/be used to smth quen làm cái gì
To regain consciousness håi phôc
Pillow [‘piləu] (n) c¸i gèi
Bed-cradle [bed krǽdl] khung cuèi gi­êng
Theatre gown [‘θiətə gaun] ¸o choµng phßng mæ

Exercises
I. Answer the following questions
1. Who has to observe the patient in a ward?
2. What do they have to look for?
3. What may a change in a patient’s temperature indicate?
4. When do you observe patients?
5. Do you only have to observe the patient’s physical state?
6. Should the nurses keep themselves to themselves?
7. Why do you think that it’s important to have patients who are relaxed?
8. Should you talk to patients if you are busy?
9. Why may some patients be reluctant to talk to you?
10. Who are the people on the ward who come into most contact with the
patients?
II. Give words or phrases that mean the opposite of
1. to have one’s bowels open: to be c………………………
2. depressed: e……………………………………………...
3. anxious: c………………………………………………..
4. rushed off one’s feet: r…………………………………..
5. encouraging: d……………………………………….ing.
III. Fill in the blanks
We can say
1. watch carefully or o…………….., or k………an…………
2. way of acting or b………………………………………….
3. precisely or a………………………………………………
4. state or c……………………………………………………
5. tell one’s trouble to or c………………………………… in.
6. shy and with drawn or r…………………………………….
7. unhelpful or un……………………………………………..
8. tell orn………………………….y, or i…………………..m.
9. empty, free, or v…………………………………………. t.
 10. wound or i……………………………………………….. y.
IV. Practise these questions
1. Where do you live?
2. What’s your religion?
3. Who’s your nearest relation?
4. What’s your occupation?
5. When were you born?
6. Who’s your family doctor?
7. Are you married?
8. Are you on the phone?
9. Do you know which doctor is in charge of your case?
10. (And) your Christian names?
11. (And) his address?
12. Do you live at the same address?
13. Would you sit down , please?
14. Would you mind spelling it, please?
V. Translate the text into Vietnamese.

Appendix 1. A guide to verbalization

1. Numbers
285 two hundred and eighty- five
3150 three thousand one hundred and fifty
5038 five thousand and thirty- eight
36,3 thirty- six point three
36,36 thirty- six point three six
0 zero / nought
0,05 nought point nought five
0,75 zero / nought point seven five
1/3 a third (one third)
1/4 a quarter (one quarter)
1/2 a half
15/20 fifteen over twenty ( fifteen twentieths)
< 0,4 less than nought point four
> 1,0 more than one point nought
11x eleven times ten to the power of nine
 ( ten to the ninth)
c.70 about seventy
1:4 one to four

Others
37, thirty seven point two degrees centigrade
a hundred and four degrees Fahrenheit
26,5 % twenty six point five per cent
120/80 mm/Hg one twenty over eighty millimeters of
mercury
mmol/l millimo per litter
ng nanogram (a thousand million of a gram)

11x6x3 eleven by six by three

C= 1/3B C equal one third (of) B

/ eitS tu: si: əu θri : /

Na( ) 2 / en ei eitS si : əu θri : tu : /

1/52 one week
1/12 one month
1/7 one day

2.Years

1900 nineteen hundred

1901 nineteen oh one
1999 nineteen and ninety- nine
2000 two thousand
2007 two thousand and seven

3. Telephone numbers
 171 one seven one
756 756 seven five six seven five six
0280 854 990 oh two eight double four double nine oh
0913 595 556 oh nine one three five nine five double five six
999 nine nine nine

Appendix 2. Common medical abbreviations

AB apex beat TiÕng ®Ëp mám tim
a. c before meals trước bữa ăn
a. m. morning Buæi s¸ng
AN antenatal trước sinh
A&W alive & well sống & mạnh khoẻ
BB bed bath, blanket bath tắm xông hơi
BC bone conduction dẫn truyền xương
b. d twice a day ngày hai lần
b.i.d twice a day ~
BP blood pressure huyết áp
C with với, kèm
c/o complain of khai bệnh là
c. s. s. d central sterile supply department Trung tam tiet trung
IP in – patient bệnh nhân nội trú
IQ intelligent quotient tỉ số thông minh
IV intravenous trong tĩnh mạch
LP lumbar puncture chọc tuỷ sống
M male/ marriage nam/ hôn nhân
M/F male/female nam/nữ
W/S widow(er)/single goá, độc than
ml milliliter mili lít
NIC National Insuarance chứng chỉ bảo hiểm QG Anh
Certificate (UK)
nocte at night trong đêm
OA on admission lúc nhập viện
O/E on examination lúc khám bệnh
oed oedema phù
OM otitis media viêm tai giữa

OT operating theatre(UK) phòng mổ

~ room (US) ~
P pulse/protein mạch, nhịp/ protein
p. c after food sau bữa ăn
p. m. afternoon buổi chiều
p. o by mouth qua miệng (để uống)
p. r per rectum qua trực tràng
q. d. s/q.i.d four times a day ngày bốn lần
R right/red/respiration bên phải/đỏ/hô hấp
ref. refer tham khảo
reg. regular đều đặn
RGN Registered General Nurse y tá tổng quát đăng ký
RI respiratory infection nhiễm khuẩn đường hô hấp
SRN state registered nurse y tá đăng ký QG
T temperature nhiệt độ
tabs tablets thuốc viên
TB tuberculosis bệnh lao
t. d. s three times daily ngày ba lần
t. i. d ~ ~
U urea urê
UVL ultra-violet light tia cực tím
YOB year of birth năm sinh

Appendix 3. Who’s who in the British hospital system

Consultant b¸c sÜ tham vÊn

Special registrar b¸c sÜ chuyªn khoa trong ngh¹ch (biªn
chÕ)
Associate specialist b¸c sÜ chuyªn khoa phụ ta
Staff doctor b¸c sÜ ®iÒu trÞ
Senior house doctor b¸c sÜ trưởng thực tập
House officer b¸c sÜ ®· thùc tËp
Pre-registeration house officer bác sĩ đang thực tập
Director of nursing officer services trưởng y tá bệnh viện
Senior nurse y tá trưởng
Departmental sister y tá trung cấp
Ward sister y tá khu điều trị
Staff nurse y tá hành chính
State enrolled nurse y tá chuyên khoa
Nursing auxiliary / nursing assistant hé lý, y c«ng

Appendix 4. Subjects for course requirements

• General basic requirement subjects

*Social science
Study of society
General economics
Political science
Anthropology
*Humanities
General psychology
Languages for science
*Science and mathematics
Basic biology for the health science
General chemistry
General physics
Elementary statistics

• Field of specialization
Developmental psychology
Basic biology for the health sciences
Organic chemistry
Anatomy for para-medical students
Biochemistry for nursng students
Microbiology for nursing student
Parasitology for nursing students
Pharmacology for nursing students
Physiology for nursing students
Epidemiology
Nutrition and diet therapy for nursing students

• Major requirements
Community health nursing
Community health nursing practice
Primary medical care
Primary medical care practice
Fundamental of nursing
Fundamental of nursing practice
Health teaching
Psychiatric nursing
Emergency and disaster nursing
Introduction to nursing profession
Professional and public health law
Introduction to nursing research
Nursing administration
Maternal and child nursing
Adult nursing
Nursing process
Emergency and critical nursing practice

• Major elective
Obstetric and gynecological nursing practice
Pediatric nursing practice
Surgical nursing practice