Introduction
The approach What is Moving into Healthcare & Nursing?
This course is part of the Moving into series. Moving into has a multi-layered syllabus including grammar, pronunciation and vocabulary, but the main focus is on language skills and topics related to healthcare and nursing. The varied topics have been chosen for their interest and relevance to the students’ needs. Each topic gives opportunity for:
• integrated as well as separate academic skills • communication in both speech and writing • critical thinking and study skills
Who is the course for?
The course prepares young adult students with the learning skills they will need to study Healthcare & Nursing wholly or partly in English medium at tertiary level. We also cover key skills needed to join the world of work. The course is aimed at students who are at CEF level A2 (elementary) level or false beginners on entry. The activities are suitable for the needs of both monocultural and multicultural classes.
What do students learn about Healthcare & Nursing?
In Moving into, we don’t attempt to teach students a complete Healthcare & Nursing course. However, we do introduce students to some of the vocabulary and topics they would need on a Healthcare & Nursing course at tertiary level. This will give students some background knowledge for their future course and so get them off to a flying start. The business topics for this course have been chosen on the basis of:
• importance in Healthcare & Nursing
• relevance for learning and practising a particular sub skill, text type or vocabulary set
• interest in order to stimulate discussion and motivation
Why is Moving into Healthcare & Nursing a skills-based course?
By focusing on skills, the course is more practical and relevant to the students’ needs. Our aim is to help students apply both previously learnt and new grammar
• revision and recycling of previously presented language and business concepts.
and vocabulary to the tasks and contexts they will meet in tertiary education. In this course, each skill is practised separately, as well as in integrated activities. We use this approach because if students only practise integrated skills, as in many traditional courses, the individual skills can fail to improve. The integrated skills approach also often means that the writing skill is treated as an afterthought, or simply as a ‘writing down’ activity.
How is grammar dealt with?
Grammar is dealt with in three ways. Firstly, there is standard EFL grammar which is largely tense-based. Secondly, there is syntactic grammar – see below and A quick guide to syntactic grammar. Finally, there is grammar for each of the four skills – see below.
1 Standard EFL grammar
You will notice that the texts and dialogues used for all four skills follow a standard A2 grammar syllabus. Teachers are therefore able to use them to focus on and practise traditional grammar if they wish.
2 The grammar of syntax
Many of your students may have been taught a lot of English grammar in the past, but are not able to use it appropriately. This may be because previous learning has focused almost exclusively on tenses. English has a large number of tenses, and students are not normally able to manipulate them until they reach C1 level. It can certainly not be expected at A2 level. However, this is not necessarily a problem for people studying in English (as opposed to living and working in an English-speaking environment) because the main tenses in academic and vocational English are the present simple and the past simple. This course therefore has a slightly different approach to grammar. In the main, it focuses on language patterns, or syntax, rather than explicitly teaching the traditional tenses. There is more information about this in our A quick guide to syntactic grammar below.
3 Skills-based grammar
There is a Grammar box in every skills lesson focusing on a particular sentence pattern. But there is a slightly unusual feature about this box. Its heading is Grammar for …, for example, listening. This is in recognition of a fact revealed by research – that key grammatical points are different from skill to skill. For example, to make a sentence negative is relatively easy in English – you add not. You must remember to use an auxiliary in some cases – don’t or didn’t, etc., but it is easy to see the negative particle in reading and to produce it in speaking and writing. However, it is very difficult, if not impossible, to hear it in listening. Therefore, recognizing that a spoken sentence is negative is a key listening skill. Of course, points learnt in, e.g., Grammar for listening may well be transferable to other skills, but the grammar syllabus of Moving into recognizes that key grammar is skills-based.
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