Once students understand and have practised the pattern from a particular Grammar for … box, it can help students with sub skills such as predicting content after and and but, or producing sentences with long subjects.


What vocabulary do students learn?


Learning new vocabulary is something that most students enjoy, and it is the key to success in communicative activities. Wherever possible, new words are presented in context so that the meaning is clear. This also gives students a clear indication of the part of speech and grammar of the word. Often, items are pictured and captioned, which is obviously a good way to teach new items, or students are asked to match pictures and captions, another good way.


Words have been chosen for their frequency and usefulness to the topic. Students may meet words they are already familiar with in general English, but are used with a different meaning in Healthcare & Nursing or academic English. A very simple example is the word table. Students may know the word as an item of furniture, but may not know of its meaning as a way of organizing information.


Words are grouped into thematic sets, which is also a good way of learning vocabulary. These sets are listed at the beginning of each unit, so both teachers and students know the key items which must be learnt in that unit.


Some words may appear to be difficult or too technical for students at this level. However, they have been included because we felt they are essential to the topic. In many cases, they are jargon items which are part of the vocabulary of the topic areas.


New words are recycled throughout the unit and also in the Workbook.


Many collocations are taught as ‘fixed phrases’ because research has shown that many useful expressions are fixed or semi-fixed, and it is not necessary to understand the complete grammar of the phrase.


Unit structure


All the units have similar contents in terms of skills, but the units do not have a repetitive structure. This is to ensure that there is variety for the students. In effect, students do not know what type of lesson is coming next. That said, each unit begins with a preview lesson and ends with Over to you! – see below. Between the opening and closing sections, there are several recurrent lesson types. These lesson types can occur in any order, for variety and for best fit with the topic and skills focus of the unit.


Preview lesson There are three aims of this double-page spread:


• to set the scene of the unit • to find out how much students already know in terms of vocabulary and basic concepts


• to pre-teach some vocabulary for the unit


It is possible, with a class which knows the vocabulary and something about the topic, that this section will not take a full contact hour.


Over to you!


At the end, the students are invited to apply the knowledge and vocabulary which they have learnt to a number of transfer activities, one of which in each unit involves research. There are a number of ways to use this page, as follows:


• Work through all the activities in class; this is only possible in most cases if students have access to the


internet to conduct research.


• Start all the activities in class, and then set for homework.


• Set all the activities for homework, perhaps for collection into a portfolio for each individual student.


• Set some or all of the activities for group work, with the results being presented in a later class.


• Do not do the page immediately after completing the unit, but return to it after one week, when


students may need reminding of the vocabulary and information.


Skills lessons


Four lessons in each unit have a skills focus – listening, speaking, reading or writing. Within each listening, speaking and reading lesson, the focus is on developing a specific skill, which is clearly indicated in a Skill box. There is not usually a specific Skill box for the writing lessons because, at this level, the key learning task is the construction of well-formed sentences, rather than complex writing skills. See Teaching tips below.


English in action


The main focus of the course is building skills and language which can be used to learn more about Healthcare & Nursing through guided or independent study. However, it is recognized that some students of the course will have an immediate need to use English in social situations. English in action therefore covers the language required in some common Healthcare & Nursing situations, e.g., talking about hospital meals, and for some common functions involved in conducting business in that sector, e.g., taking and leaving messages in a department.


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