EPN Book 1

[RevisedEdition2010]
BOOK 1
ENGLISH FOR THE

PROFESSIONAL NURSE
Indah D. Pratiwi
SchoolofNursing|MuhammadiyahUniversityofMalang
Book 1
English for Professional Nurse
FOREWORD
Nowadays, competence in English has become an urgent need for nurses who
areinvolvedinmedicalservices.Itisduetothefactthattheyarerequiredtohavethe
abilitytocommunicatewiththeotherpeopleintheirfieldincludingdoctorsandpatients.
EnglishforProfessionalNurseBook1ispreparedforthedemandsofprofessionalnursing
also include English Competence. This book provides nurse students to improve their
Englishskillsinlistening,reading,speakingandwriting.
The contents of this book are based on the standard and fundamental nursing
procedurestaught in previous year, so that the contents are not something strange for
thenurses.Thiscoursebookiscertainlyhelptofacilitatethestudenttoacquiretheability
toperformtheirdutiesinanenvironmentwhereEnglishisusedandneeded.Iwishthat
this book will be studied and practiced easily to achieve the competence of Nursing
English.
Ihopethatbytheuseofthisbook,thenursingstudentswillbeabletolearnand
practiceEnglishaccordingtotheirprofessionalskills.BymasteringEnglishforProfessional
NurseBook1,itwillimprovetheirqualityofhumanresourcesandtheywillhaveadded
valuesothatjobopportunitieswillbewidelyopenforthemtoreachabrightfuture.
Author
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CONTENT
Foreword
Page
Content
Chapter1:EstablishingARelationship
Chapter2:AskingandShowingRoominHospital
Chapter3:PartsofTheBodyandHealthProblem
11
Chapter4:AskingReportingHealthProblemsandDiagnosing
15
Chapter5:SharingObservation
18
Chapter6:NCLEXRN(1)
21
Chapter7:IELTSListening(1)
23
Chapter8:IELTSListening(2)
30
Chapter9:IELTSSpeakingPart1
36
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CHAPTER 1
ESTABLISHING A RELATIONSHIP
LearningObjectives
Aftercompletedthischapter,studentwillbeableto:
1. Introducehimself/herselftopatients
Vocabulary
Casehistory
Mrs.Juliahadastroke(cerebrovascularaccident)about18monthsago.Herfamilylooks
afterherathome.Nursefromhomecarehelpherwithatwiceadayvisit.Shehascome
intothecarehomewhileherfamilyhasashortholiday.ThestrokehasleftMrs.Juliawith
leftsided paralysis and poor balance. She doesnt have dysphasia. But because the left
sideofherfaceisalsoparalysis,shealsohasslurredspeechanddribbledsaliva.Shehasa
problemwithnonverbalcommunicationbecauseherfacialexpressionisaffected.
UsefulExpression
Greetings
Hello,
Assalamualaikum,
Good.Mr../Miss/Mrs.
morning
afternoon
evening
Introducingoneselfandinitiatingnursingintervention
Imnurse.(yourname)
Iwilltakecareofyoutoday
Addressingsomeone
1. HowcanIaddressyou?
2. IsitMissorMrs.?
3. MayIaddressyouwith.?
Response
1. Please,addressmewith.
2. Callme
3. Youmayaddressme
4. Whydontyoucallme
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Preclosing
Now,Ineedtovisitotherpatients.
Ifyouneed
pleasejustpressthecallbutton,anursewillhelpyou
anything
ahelp
something
assistance
ACTIVITY
Task1
Introducingyourselftoacolleague
Fillintheblankswithsuitableexpressions,andthenpracticewithyourpartner
NurseMellissa
: Hi,whatsyourname?
NewNurse
NurseMellissa
ImMellissa.Ihaventseeyoubefore
NewNurse
NurseMellissa
Whereareyoufrom?
NewNurse
NurseMellissa
Howlonghaveyoubeeninthiscountry?
NewNurse
NurseMellissa
Howdoyoulikethiscountry?
NewNurse
NurseMellissa
Nicetomeetyou.
NewNurse
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Task2
Do this in pairs. Ask your partner more about her/his personal information. Use this
questionnaire. After asking your partner, take turn to answer his/her question. Use the
same.
Questionnaire For Nurse 1
1. Whatsyourname?
2. Whatsyourhobby?
3. Whereareyoufrom?
4. Wheredoyoulivenow?
5. Howlonghaveyoubeenlivingthere?
6. Wheredidyoustudynursing?
7. Howlonghaveyoustudiedhere?
Answer Sheet For Nurse 2
1. Mynameis.
2. Myhobbyis.
3. Imfrom.
4. Ilivein.
5. Ihavebeenlivingtherefor.
6. Istudiednursingat.
7. Ihavestudiedherefor.
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CHAPTER 2
ASKING AND SHOWING ROOM IN HOSPITAL
LearningObjectives
Aftercompletedthischapter,studentswillbeableto:
1. Useexpressionsrelatedtogivingdirectionscorrectly
2. Givedirectionstoacertainplaceinoroutofhospital
Vocabulary
Turn
Sidewalk
Right
Roundabout
Left
uturn
Deadend
Corridor
Oneway
UsefulExpression
Task1.AskingandGivingDirections
Studythesevariousexpressionsrelatedtogivingdirectionsandpracticethem
Visitor/Patient:Howtoaskfordirection
Couldyoutellmehowtogetto..?
Canyoutellmewhere..is?
Couldyoutellmehowtogetto..?
ImlookingforhowcanIgetthere?
Excuseme,canyoutellmethewayto,please?
Howtogivesimpledirections
Walkdown
Goalongthis
Goupstairs
Untilyoufind
Thenturnright/left
Takethefirstturnontheright.
Takethesecondroadontheleft.
Thenturnleft/rightatthenextTjunction
Turnleftatthetrafficlight.
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Task2.ShowingDirections
Studytheillustrationsbelow.
Turnleftinto
Gostraightahead.
Turnrightinto..
Goalongthiscorridor
Task3.Showingaplace/arooms
Itis
ontheleft/rightsideof
nextto
near
attheoppositeof
atthecornerof
justbefore
acrossfrom
ACTIVITY:ROLEPLAY
TASK1
Refertothesitemapabove,showtherightplace
Makeagroupoffour
Eachgroupdecidesaplacebasedonthemapabove
Telltheplaceonebyoneinfrontoftheothergroups,andthenletthem
guesstheplace
Thefastestgroupwhoraisetheirhandsisthefirstgroupwhichhasa
chancetoanswer/guessit
Thewinneristhegroupwhichhasthehighestpoint
Othergroupstaketheirturn
Forexample:Fromparkingarea,gostraightuntilIfindanentrance.ThenIturn
leftandwalkupstairsuntilIfindthePhysiotherapyunit.Theroomisoppositethe
Physiotherapyunit.
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Task2.
Refertothesitemapabove.Makeacommunicationexchangetoshowthedirection.The
startingpointsareasfollows.
1. Thesecuritytomaternityunit
2.
ThenursestationinICUtothecanteen
3.
Thesecuritytothetoilet(betweendispensaryandradiology)
4. Theemergencyroomtothelift
5.
Thepolyclinictothepediatricward(onthe2ndfloor)
6. Thewaitingroomtothechildrenplayground(onthe2ndfloor)
7. TheoperationroomtoICU(oppositethephysiotherapyunit)
8. TheentrancetotheClass1
9. Thenursestation(nearthelifton2ndfloor)tothelaboratory
10. Theemergencyroomtoadmission
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CHAPTER 3
PARTS OF THE BODY AND HEALTH PROBLEM
LearningObjectives
1. Expressthelocationofthepaininthebody
Vocabulary
Studythevocabularyanditsdescriptionlistedbelow.
VERB
NOUN
ADJECTIVE
tohave+noun
anache
sprained
toache
apain
stiff
tohurt
abruise
sore
tothrob
arash
painful
toitch
acut
dizzy
toirritate
ascar
fainted
toinjure
aswelling
injured
agraze
asting
abite
Descriptionofache,pain,hurt,injured,throbanditch
ache(v):merasasakityangtidakterlalu,tetapiberlangsungterusmenerus
Examples:
Imachingallover
Hereyesachefromlackofsleep
ache(n):rasasakit
Examples:
Mom,Ivegotatummyache
Muscularachesandpainscanbesoothedbyarelaxingmassage
Bellyache/stomachache:sakitperut
pain: suatu rasa yang dialami tubuh akibat suatu penyakit atau luka atau tindakan
tertentu
Examples:
Shewasclearlyinalotofpain
Hefeltasharppaininhisknee
Patientssufferingfromacutepain
Thebookletcontainsinformationonpainreliefduringlabor
Thiscreamshouldhelptorelievethepain
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painful(adj):terasasakit
Examples:
Isyourbackstillpainful?
Myankleisstilltoopainfultowalkon
hurt(v):menyebabkanterasasakitsecarafisik,terluka
Examples:
Hehurthisbackplayingsquash
Didyouhurtyourself?
Mybackisreallyhurtingmetoday
Stronglighthurtsmyeyes
injure:melukai,luka,menyebabkanluka
Examples:
Heinjuredhiskneewhenplayinghockey
Threepeoplewerekilledandfiveinjuredinthecarcrash
Sheinjuredherselfduringtraining
throb(v):terasasakitberdenyutdenyut
Examples:
Hisheadthrobbedpainfully
Myfeetwerethrobbingafterthelongwalkhome
throb(n):sakityangberdenyut
Examples:
Myheadachefadedtoadullthrobbing
sore(adj):sakit,perih(biaskarenainfeksiataugerakanyangberlebihan)
Examples:
Ihaveasorethroat
Hisfeetweresoreafterthelongwalk
Mystomachisstillsoreaftertheoperation
itch:gatal
Examples:
Iitchallover
Doestherashitch?
Thissweaterreallyitches
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UsefulExpression
Studytheseusefulexpressions
Would/Canyoushowme/pointatthelocationofyourpain?
Showmewherethelocationofyourpainis?
Whereisthepain?
Isit(yourpain)inyour+(partofthebody)?
Doyoufeelpaininyour+(partofthebody)?
ACTIVITY
Task1
TranslateintocommunicativeEnglishusingthewordsgivenbelow
1. (pain)Sayamerasakansakitsekalidilututsaya
2. (hurt)Pergelangankakisayanyeri
3. (throb)Kepalasayapusingberdenyutdenyut
4. (itch)Punggungsayaterasagatal
5. (injure)Jaritangansayaterluka
6. (sore)Tenggorokansayasakit
7. (hurt)Sinaryangsangatterangakanmenyakitkanmata
8. (ache)Kakisayasakitkarenaterlalubanyakberlari
9. (pain)Sayamerasasakitdisini
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10. (painful)Punggungsayaterasasakitsekali
Task2
Makeaconversationbetweenanurseandapatient
Patient:Callanurse,stateyourcomplaint
Nurse:Askwhattheproblemis
Nurse:Repeatpatientsexpressionforsure
Nurse:Askpatienttotellthelocationof
Patient:Tellnursewhereyoufeelthepain
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CHAPTER 4
ASKING REPORTING HEALTH PROBLEMS AND DIAGNOSING
LearningObjectives
1. Askquestionsaboutpatientshealthproblem
2. Reportaboutthenursingdiagnose
3. Reportthesymptomsofahealthproblem
Vocabulary
Break
Bother
Bowel movement
Waterworks
Constipation
Lassitude
In a bad shape
Not in any shape
Clammy
Dribble
UsefulExpression
Task1.Nursesquestionstocheckthepatientscomplaint/condition
1. Whatsyourproblem?
2. Howareyoufeelingtoday?
3. Whatmakesyoucallme?
4. Whatsyourchiefcomplaint?
5. Whatstroublingyou?
6. Whatsthematterwithyou?
7. Whatswrongwithyou?
8. Whatseemstobebotheringyou?
Task2.Patientsexpressionsaboutsymptomsandphysicalproblem
1. Ihave+(apartofthebody+ache)
atoothache
aheadache
astomachache
abackache
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2.Ihave(asore+partsofthebody)
asorethroat
asorefoot
asorearm
asoreknee
3.Ihave/get+kindsofphysicalproblems
themeasles
theflu
acold
abloodyvomitandstool
abowelmovement
abadcough
afever
4.Ifeel+kindsofphysicalproblems
dizzy
slick
fever
coldandclammy
unwell
inbadshape
5.Iexperience+kindsofphysicalproblems
lassitude
lowbackpain
difficultybreathing
coldandclammy
6.Isufferfrom+kindsofcertainillness
cancer
constipation
7.Isprainedmy(possessive)+joints/bonesproblems
ankle
broke
collarbone
hurt
leg
arm
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Task3.Nursesreport/diagnose/howtoreportaboutpatientscondition/complaint
Reporting
He/Shecomplainsabouthis/her+partofthebody
has
+healthproblem
suffersfrom
+healthproblem
Diagnosis
He/Shemayhave.+disease/healthproblem
seemstohave
ACTIVITY
Task1
Makeaconversationbetweenanurseandapatient
Case.
Apatientsuspectedwithagastricpepticulcer.Thesymptomsareburningandgnawing
felt in the upper part of the abdomen. The pain confines in the lower chest. The pains
comeandgo.
Conversation1
Patient:Callanurse,stateyourcomplaint
Nurse:Askwhattheproblemis
Nurse:Repeatpatientsexpressionforsure,andtellthepatientthatyou
willreporthis/herconditiontospecialist
Conversation2
Doctor:Callanurse;askaboutthepatientscomplaint
Nurse:Tellthedoctoraboutthesymptomsandyourdiagnosis
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CHAPTER 5
SHARING OBSERVATION
Learningobjectives
Aftercompletedthischapter,studentswillbeableto:
Helppatientsidentifyandexpressfeeling
Vocabulary
Pale
Daydream
Tense
Tired
Painful
Rigid
Afraidof
Gasp
Suffocate
Moan
Groan
Contempt
Bouncy
Stiff
Sigh
Bruise
Tender
Swollen
Usefulexpression
Studyandpracticetheseusefulexpressions
Youlook.
Your(partofthebody)looks.uncomfortablewhen.(ving)
withyour(partsofthebody)
Youseemtohave+(aproblemwith+apartofthebody)
+(ahealthproblem:suchasastomachache,achestpain)
ACTIVITY
Task1.Wholeclass
Practicethesubstitutiondrillbelow
1. Youlook..
tense
stiff
happy
sad
etc.
2. Your..looks..
sallow
skin
reddish
eyes
yellowish
nail
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3. Youseemuncomfortablewhen..
walking
movingyourhand
changingyourclothes
4. Youlookuncomfortablewithyour..
legs
position
stomach
chest
Task2.GroupWork
Makeintogroupsconsistof6participants
Cutpicturesavailableinsupplementarymaterialbelow
Observetheirexpressions
Shareyourobservationstoeachofthem
Showeachpicturetotheclass,andtellyourobservations
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CHAPTER 6
NCLEX-RN (1)
1. A nurse is caring for a client receiving total parenteral nutrition (TPN). The nurse
implementswhichactiontodecreasetheriskofinfection?
1 Assessesvitalsignsatfourhourintervals
2 Instructs the client to perform a Valsava maneuver during
intravenoustubingchanges
3 Administersacetaminophenbeforechangingthecentrallinedressing
4 UsesaseptictechniqueinhandlingtheTPNsolutionandtubing
2. A home care nurse provides medication instructions to a client. To ensure safe

administrationofmedicationinthehome,nurse:
1 Demonstratestheproperproceduretotakeprescribedmedications
2 Allows the client to verbalize and demonstratecorrect administration
procedures
3 Instructs the client that it is all right to double up on medication if a
dosehasbeenmissed
4 Conductspillcountsoneachhomevisit
3. A nurse has inserted a nasogastric tube (NGT) into the stomach of a client and
preparestocheckforaccuratetubeplacement.Thenurseavoidswhichleastreliable
methodforcheckingtubeplacement?
1 Aspiratingthetubewitha50mlsyringetoobtaingastriccontents
2 MeasuringthepHofgastricaspirate
3 Placingtheendofthetubeinwatertocheckforbubbling
4 Instilling 10 to 20 ml of air into the tube while auscultating over the
stomach
4. A client is scheduled for a colonoscopy and the physician has provided detailed
information to the client regarding the procedure. The nurse brings the informed
consent to the client to obtain the clients signature and discovers that the client
cannotwrite.Whatisthenursesappropriateaction?
1 Contactthephysician
2 Sendtheclientfortheprocedurewithoutasignedinformedconsent
3 Explaintheproceduretotheclientwithanothernursepresentandsend
theclientfortheprocedurewithoutasignedinformedconsent
4 Obtainasecondnursetoalsoactasawitnessandasktheclienttosign
theformwithanX
5. Anursehasdocumentedanentryregardingclientcareintheclientsmedicalrecord.
When checking the entry, the nurse realizes that incorrect information was
documented.Howdoesthenursecorrecttherecord?
1 Covers up the incorrect information completely using a black pen and
writesinthecorrectinformation
2 Usescorrectionfluidtocoveruptheincorrectinformationandwritesin
thecorrectinformation
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3
4
Erasestheerrorandwritesinthecorrectinformation
Drawsonelinetocrossouttheincorrectinformationandtheninitialsthe
changes
6. A nurse has administered an injection to a client. After the injection, the nurse
accidentallydropsthesyringeonthefloor.Whichnursingactionisappropriateinthis
situation?
1 Carefullypickupthesyringefromthefloorandgentlyrecaptheneedle
2 Carefully pick up the syringe from the floor and dispose of it in a sharp
container
3 Obtainadustpanandmoptosweepupthesyringe
4 Callthehousekeepingdepartmenttopickupthesyringe
7. Anurseisintheprocessofgivingaclientabedbath.Inthemiddleoftheprocedures,
the unit secretary calls the nurse on intercom to tell the nurse that there is an
emergencyphonecall.Theappropriatenursingactionsisto:
1 Leavetheclientsdooropensothattheclientcanbemonitoredandthe
nursecananswerthephonecall
2 Finishthebathbeforeansweringthephonecall
3 Immediatelywalkoutoftheclientsroomandanswerthephonecall
4 Cover theclient,placethecalllightwithinreach, and answerthephone
call
8. Anurseispreparingtoambulateaclient.Thebestandsafestpositionforthenursein
assistingtheclientistostand:
1 Behindtheclient
2 Infrontoftheclient
3 Ontheunaffectedsideofclient
4 Ontheaffectedsideoftheclient
9. Anursehasanordertodiscontinuethenasogastrictubeofanassignedclient.After
explaining the procedure to the client, the nurse raises the bed to a semi Fowlers
position,placesatowelacrossthechest,clearsthetubewithnormalsaline,clamps
thetube,andremovesthetube:
1 Duringinspiration
2 Aftertheclienttakesdeepbreathandholdsit
3 Astheclientbreathesout
4 Afterexpiration,butbeforeinspiration
10. A nurse notes redness, warmth, and a purulent drainage at the insertion site of a
centralvenouscatheterinaclientreceivingtotalparenteralnutrition(TPN).Thenurse
notifiesthephysicianofthisfindingbecause:
1 Infectionsofacentralvenouscathetersitecanleadtosepticemia
2 TheclientisexperiencinganallergytotheTPNsolution
3 TheTPNsolutionhasinfiltratedandmustbestopped
4 Theclientisallergictothedressingmaterialcoveringthesite
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CHAPTER 7
IELTS LISTENING (1)
AboutIELTS
This is a test designed to assess the English language skills of nonEnglish speaking
studentsseekingtostudyinanEnglishspeakingcountry.
BenefitsofstudyingforIELTS
BystudyingforIELTSyouwillnotonlybepreparingforthetestbutalsoforyourfutureas
astudentinanEnglishspeakingenvironment.Thetestisdesignedtoassessyourability
tounderstandandproducewrittenandspokenlanguageinaneducationalcontext.The
bookmakesreferencetothewaysinwhichuniversitystudyisorganizedinmanyEnglish
speakingcountriesandthetypesofacademictasksyouwillbeexpectedtoperform.
Theseinclude:
1. Readingandunderstandingwrittenacademicortraininglanguage
2. Writing assignments in an appropriate style for university study or within a training
context
3. Listening to and comprehending spoken language in both lecture format as well as
formalandinformalconversationalstyle
4. Speaking to colleagues and lecturers on general and given topics in formal and
informalsituations
Descriptionofthetest
TherearetwoversionsoftheIELTStest:
1. GeneralTrainingModule:forstudentsseekingentrytoasecondaryschoolorto
vocationaltrainingcourses
2. Academic Module: for students seeking entry to a university or institution of
highereducationofferingdegreeanddiplomacourses
TheListeningModule
Questiontypes
Situationtypes
Requirements
Youwillmeetavarietyof
Thefirsttwosectionsare
Youmustlistentofour
questiontypeswhichmay separatesectionsandanswer basedonsocialsituations.
include:
Therewillbea
questionsasyoulisten.You
1. multiplechoice
willhearthetapeonceonly. conversationbetween
2. shortanswer
Therewillbebetween38and twospeakersandthena
questions
42questions.Thetestwill
monologue.
3. sentence
takeabout30minutes.There Thesecondtwosections
completion
willbetimetoreadthe
arerelatedtoan
4. notes/summary/flo questionsduringthetestand educationalortraining
wchart/table
timetotransferyouranswers context.Therewillbea
completion
ontotheanswersheetatthe conversationwithupto
5. labelingadiagram
fourspeakersanda
endofthetest.
lectureortalkofgeneral
Thelevelofdifficultyofthe
whichhas
academicinterest.
textsandtasksincreases
numberedparts
throughthepaper.
6. matching
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PRACTICETEST
SECTION1Question110
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CHAPTER 8
IELTS LISTENING (2)
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CHAPTER 9
IELTS SPEAKING (1)
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THECANDIDATE'SROLE
Part1
Theexaminer will ask you some questions about yourselfand your interests,studies or
workinglife.Youshould:
replybyofferingafullandappropriateresponseineachcase,takingtheinitiative
wherepossible.
always offer more than yes or no as an answer as your examiner can only rate
whatheorshehears,andyouneedtomaketheverybestofthischancetoshow
offyourskills.
usePart1toovercomeanynervesanddemonstrateyourbasicfluency.
Part2
The examiner will give you a topic, which is also written on a card, and will hand you
somepaperandapenciltomakenotes.Youhaveaminutetothinkaboutwhatyouare
goingtosay.Youshould:
thinkaboutthetopicforamomentanddecidehowyouaregoingtotackleit.
usethepreparationtimewiselybyjottingdownsomekeyideas(butdonottryto
writeoutaspeech).
makethetalkinterestingandlively.
Part3
Theexaminerwillinviteyouto discuss anumberofissues,broadly relatedinthemeto
thePart2topic.Youshould:
trytogiveinformed,interestingandappropriateresponses,butrememberthere
isnorightorwronganswer.
usethispartofthetesttodemonstrateyourcontroloflanguage,yourabilityto
expressabstractideasandtosupportyouropinionsappropriately.
showawillingnesstoprovideextendedreplies.
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PRACTICE
Pleasecomeinandsitdownoverhere.First,letmetakealookatyourpassport.
...it'sforsecuritypurposesonly.
Thankyou.Mynameis(interviewer'sname).Whatisyourname?
Wheredoyoucomefrom?
Tellmeaboutyourfamily.Whatdoyourfamilymembersdoforaliving?
Whatdoyouandyourfamilyliketodotogether?
Wheredoyoulivenow?
Whatkindofplacedoyoulivein(ahouseoraflat)?
Describetheneighborhoodthatyouliveinatthemoment.
Haveyoueverhadafulltimejob?Ifyouhave,tellmeaboutit.
Whatare(orwere)theadvantagesanddisadvantagesofthisjob?
Haveyoueverhadaparttimeorcasualjob?
Didyouenjoyyourtimeatschool?Tellmewhatyoulikedandwhatyoudidn'tlike.
Areyoustudyingatthemoment?Ifso,whatareyoustudyingandwhere?
Whatdoyoufindmostdifficultaboutyourstudyandwhy?
Whatisyourfavoritepastime?Whydoyouenjoydoingthis?
Doyoupreferindoororoutdooractivities?Why?
Doyoubelongtoanyclubs?Ifso,whydidyoujoin?
Doyoureadmuch?Whatdoyouliketoread?
Whatelsedoyouliketodoinyoursparetime?
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REFERENCES
Hogue,Ann.1996.FirstStepinAcademicWriting.NewYork:AddisonWesleyPublishing
Company.
Jakeman and McDowell. 2005. Cambridge Practice Tests for IELTS 1. Cambridge:
CambridgeUniversityPress.
_____________________. 2005. Step Up To IELTS. Cambridge: Cambridge University

Press.
Silvestri, LA. 2006. Saunders Q&A Review for the NCLEXRN Examination. Missouri:
ElsevierSaunders.
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[RevisedEdition2010]

ENGLISH FOR THE

Questionnaire For Nurse 1

Answer Sheet For Nurse 2

Not in any shape

2. A home care nurse provides medication instructions to a client. To ensure safe

_____________________. 2005. Step Up To IELTS. Cambridge: Cambridge University

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