4. Indicators : a. Students can use basic medical vocabulary related to the medical field.

b. Students can find the main idea from the conversation related with medical field both formal and informal.
c. Students can explain about the function of the human body.
d. Students can explain how to operate medical supplies and tools and the usage of each tool.
e. Students can explain about medical specialist and the usage of each.
f. Students can explain the doctor’s diagnosis to the patient.
g. Students can make a conversation with the patients related with medical field.
5. Classroom Procedure:
1. Teacher introduces overall 6 week unit with Power Point Presentation.
(First week)
2. Students view a video about the conversation between the doctor and the nurse.
3. Teacher asks the students to write the vocabulary related the medical field from the conversation and try to find the meaning from their dictionary.
4. Teacher asks the students to retell what is the content of the conversation from the video with their own word.
(Second week)

5. Teacher will show the picture of human body in the PowerPoint with the name of each part.
6. Students make some group and discus the function of the human body in the picture.
(Third week)
7. Teacher shows a video about the nurse’s activity in the hospital.
8. Teacher asks the students to write what kind of medical supplies that the nurse used.
9. Students discus the usage of the medical supplies a group and then read the result in front of the class.
(Fourth week)
10. Teacher shows a diagram list about the medical specialist in some hospital.
11. Teacher asks the students to make a research in some hospital about the medical specialist that it has and make a presentation in PowerPoint.
12. Students have 2 times a week when they will be able to take turns as partners to use the internet for research in the library and will have scheduled times to work on the computers to finish research and Power Point Presentations.
13. At the beginning of the period, students will email their buddies.
(Fifth week)
14. Students present oral reports using Power Point Presentation and evaluate peers.
15. Teacher plays a video after the student’s presentation about diagnosis.
16. Students explain the doctor’s diagnosis to the other students.
(Sixth week)
17. Students make a conversation with the partner related with medical field.
18. Students go to the hospital to practice real communication with the patient from abroad.
6. Materials (worksheets):
Worksheet 1:
Fill the blank with the meaning of the word related with medical field and give the example of the sentence using that word.
Word

Meaning

Example sentence

1.amnesia

……………
……………
2. anemia
……………
……………
3. blood donor
……………
……………
4. Caesarean section, C-section

……………
……………
5.cancer

……………
……………
6.chemotherapy

……………
……………
7.immunization
……………
……………
8.shock

……………
……………
9.symptoms

……………
……………
10.prescription
……………
……………
The answers:
1.amnesia
noun
a condition that causes people to lose their memory
I can’t remember the accident because I had amnesia.
2.anemia
occurs when the body doesn’t have enough red blood cells
I have low energy because I am anaemic.
3.blood donor
noun
a person who gives blood to a blood bank or other person
Blood donors have to answer questions about their medical history

4. Caesarean
procedure that involves removing a baby from its mother through an incision in the woman’s lower abdomen
The baby was so large that we had to perform a Caesarean section.
5..cancer

disease caused by the uncontrollable growth of cells
There are many different options when it comes to treating cancer
6..chemotherapy

type of treatment used on cancer patients
My mother has already had three rounds of chemotherapy
.
7..immunization
an injection that protects against a specific disease
Babies are immunized three times in their first year.

. 8.shock

body not getting enough blood flow
The woman was in shock after being pulled from the river
9.symptoms

pain or physical changes that occur because of an illness or disease
You have all of the symptoms of a diabetic
10.prescription
the correct amount and type of medication needed to cure an illness or relieve symptoms
You will need to visit your doctor to get another prescription

Worksheet 2

1.I can’t catch my breath.

a.table and head-rest paper
2.Prepare the examining table for the next patient.

b.thermometer
3.We’ll have to get a blood sample.

c .oxygen mask
4. I need to sterilize the wound.

d. hypodermic needle
5. We’ll have to feed him with liquids.

e. bandage scissors
6.Let’s find out your weight.

f. scales
7. I need to examine the patient in private.

g. eye chart
8. Let’s check your vision.

h. antiseptic
9. Let’s see if you are running a fever.

i. IV bag
10. Can you cut this gauze for me?

j. privacy screen
Answers: 1c, 2a, 3d, 4h, 5i, 6f, 7j, 8g, 9b, 10e
.
7. Assessment
The final grade for this course is based on the following aspects:
a. Attendance Score : 10 %
b. Participation Score : 15 %
c. Formative Score : 10 %
d. Mid Test Score : 25 %
e. Final Test Score : 40 %
Note: The minimum attendance is 80% to join Final examination.
8. Reference:
1. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP.
2.    Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman.
3. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press.
4. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press

ENGLISH FOR SPECIFIK PURPOSES
ENGLISH FOR NURSES

Created by:
IDA NURYANI
K 2 2 0 7 0 0 6

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION SACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2010

2.2 maximal and minimal bracketing
Maximal bracketing means imposing the maximum amount of structure. The principle is known in linguistic as IMMADIATE CONSTITUENT ANALYSIS (IC Analysis).
A minimal bracketing approach, which may be referred to as RANKEN CONSTITUENT ANALYSIS, would yield the interpretation.
2.3 Labeling
The labeling is a way of indicating what these roles are. Labeling means putting names or things, and so it is a way of specifying what these elements are. The labels provide some kind of a definition of the units that have been identified as part some larger whole.
Modifiers and head were function label, adjective and nouns are class labels.
Maximal bracketing is associated with class labeling.
Minimal bracketing is associated with function labeling.
The grammarian is trying to explain as much as possible by reference to the notion of constituency; this means putting a bracket where each successive construction can be shown to occur, whether or not that item is functional in the context of the target language.

2.4 Classes and function
A class is a set of items that are alike in some respect. They need not be words; there are classes of group and phrase, classes of phrase, classes of clause and also at the other end of the scale, classes of morpheme.
A class label indicates that what accrues at the particular node is a member of the class in question.
The purpose of functional labeling is to provide a means of interpreting grammatical structure, in such a way as to relate any given instance to the system of the language as a whole.
In nearly all instance a constituent has more than one function at a time. The key to functional interpretation of grammatical structure is the principle that , in general, linguistic items are multifunctional.

2.5 Subject, actor, theme.
One of the concepts that is basic to the western tradition of grammatical analysis is that of subject. Various interpretations have grown up around the subject notions, ascribing to it a number of rather different functions. These resolve themselves into three broad definitions, which could be summarizing as follows:
i.that which is the concern of the message
ii.That of which something is being predicated.
iii.The doer of the action
the term that came to be used in the second half of the nineteenth century, when there was a renewal of interest in grammatical theory were ‘psychological subject’, grammatical subject’, and ‘logical subject’.
i.Psychological subject meant ‘that which is concern of the message’. it was called ‘psychology’ because it was what the speaker had in his mind to start with, when embarking of the production of the clause.
ii.grammatical subject meant ‘that of which something predicated’. it is called grammatical because at that time the construction of Subject and Predicate was thought of as a purely formal grammatical relationship
iii.Logical subject meant the doer of the action. it was called ‘logical’ in the sense this term had had from the seventeenth century, that of having to do with relation between thing’, as opposed to ‘grammatical’ relations which were relations between symbol.

As a working approximation, we can define three functional concepts as follows:
i.the theme is a function in the CLAUSE AS A MESSAGE. it is what the message is concern with; the point of departure of what the speaker is going to say.
ii.The subject is a function in the CLAUSE AS AN EXCHANGE. it is the element that is held responsible
iii.The actors is a function in the CLAUSE AS A REPRESENTATION (of a process) it is the active participant in the process.

CLAUSE AS MESSAGE
3.1 Theme and Rheme
We may assume that in all languages the clause has a character of a message: it is that with wich the clause is concerned. the remainder of the message, the part in which the Theme is develop, is called Prague school terminology the Rheme.
As a general guide, the Theme can be identified as that element which come in firs position in the clause. We have already indicated that this is not how the category of theme is defined. The definition is Functional,as ait is with all the element in this interpretation of grammatical structure. A message consist of a Theme combined by a Rheme.
The Theme is the starting point of the message; it is what the clause is going to be about. so part of the meaning of any clause lies in which element is chosen as its Theme.
first position in clause is not what defines the Theme, it is the means whereby the function of theme is realized.
The Theme is not necessarily a NOMINAL GROUP, like those above. It may also be an ADVERBIAL GROUP OR PREPOSITION PHRASE.

3.2 Simple Themes of more than one constituent

There is however a special thematic structure in which two or more elements within the clause are explicitly grouped together to form a single constituent of the thematic structure: typical function as Theme, but sometime on the other hand as a Rheme.
in the typical instance the nominalization function as theme, because in a theme- rheme structure is the theme that is prominent element.
a thematic equative is a simply an identifying clause with a thematic nominalization in it. its function is to express the Theme-Rheme structure in such way as to allow for the theme to

3.3 Theme and Mood.
we will consider each of mood in turn, from the point of view of their thematic structure.

a.Theme in declarative clauses. In declarative clauses, the typical pattern is one in which theme is conflated with subject. We shall refer to the mapping of Theme on to subject as the UNMARKED THEME of declarative clause.
A Theme that is something other than the Subject, in a declarative clause, we shall refer to as MARKED THEME.
b.Theme in interrogative clauses. The typical function of an interrogative clause is to ask question, and from the speaker’s point of view asking a question is indicating that he wants to be told something.
c.Theme in imperative clause. the basic message of an imperative clause is ‘I want to do something’

In mood structure, the verb function as predicator in the clause; so in the latter interpretation, as regards the function involve, the Theme is conflated with the predicator instead of with subject, adjunct, or complement

3.4 Other Characteristic Themes
1. Conjunctive and modal adjuncts. those that tend to be thematic, but not obligatorily so, are adjunct of two kind “ conjunctive and modal.
a. CONJUNCTIVE ADJUNCTS are those with relate the clause to the preceding text.
b. MODAL ADJUNCT are those which express the speaker’s judgment regarding the relevant of the message.
2. Conjunction and relatives. Conjunctive adjunct and modal adjunct tend to be given thematic status, and so typically occur in first position. but it is not obligatory; they can come elsewhere in the clause ,and they may be added as an afterthought at the end.
a. CONJUNCTION

TYPE
EXAMPLES
Co-ordinator
And,or,nor,either,neither,but,yet
Subordinator
When, while, before, after, until, because, if ,although

b. RELATIVES

Type
Examples
Definite
Which, who, that, whose, when, where (why,how)
indefinite
Whatever, whichever, whoever, whosever, whenever, wherever, however

3.5 Multiple themes
These are three kind of meaning that are embodied in human language as a whole, forming the basis of the semantic organization of all natural languages. we shall refer to these as ‘metafunction’, and use for them the term IDEATIONAL, INTERPERSONAL, and TEXTUAL.
Ideational meaning is the representation of experience.
Interpersonal meaning is the meaning as a form of action.
Textual meaning is relevance to the context; both the preceding text, and context of situation.
There is always an ideational element in the Theme. there may be , but are not necessarily, interpersonal and/or textual elements as well.
There is, on the other hand, the possibility of further structure within the textual and interpersonal components of the Theme.
(1)The textual element within the Theme may have any combination of
(i)continuative,
(ii)structural
(iii)conjunctive themes

(2)within the interpersonal element we may have
(i)modal Theme,
(ii)the finite verb
(iii)a VOCATIVE element.
Vocative is the floating element which may come anywhere.
the Theme of any clause, therefore, extend up to the topical Theme.

3.6 Clause as Themes
There is one circumstance that leads to the situation where something that is itself a clause function as a theme, and that is the phenomenon that we are calling ‘grammatical methapor’.

3.7 Predicated Themes
The information unit serves to structure the discourse into two component, according to the status the speaker whishes the listener to accord to it as information. One part is the news: what the listener is being invited to attend to as new, or unexpected, or important. the other is the old stuff: what is presented as being already known to the listener, that which he can take as ‘given’.
typically the ‘new’ comes at the end of the information unit, and so forms part of the Rheme of the clause, while the ‘given’ precedes it.

3.8 Theme in dependent, minor, and elliptical clauses
There is thematic structure in fact, in all major clause types; that is all clauses expressing mood and transitivity, whether independent or not.
Here however is a summary of the thematic organization of clauses other than those thet are independent, major, and explixit.
(1)Dependent clauses : (i) if finite, these typical has conjunction as structural Theme.
(ii) If non-finite, there may be a proposition as structural theme, but many non finite clause have neither, in which case they consist of Rheme only.
(2)Embedded clauses. these3 are clause, which function inside the structure of a nominal group.
(3)minor clauses. the3se are clauses with no mood or transitivity structure, typical functions as call, greeting, and exclamations.
(4)Ellipticall clauses. (i) anaphoric allipsis. Here some part of the clause is presupposed what has gone before.
(ii) exophotric ellipsis. in this type of ellipsis the clause is not presupposinganything fromwhat has gone before, but simply taking advantage of the rethorical structure of the situation, specifically the roles of speaker and listener.

FUNCTIONAL GRAMMAR

Created by:
IDA NURYANI
K 2 2 0 7 0 0 6

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION SACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2010

2.2 maximal and minimal bracketing
Maximal bracketing means imposing the maximum amount of structure. The principle is known in linguistic as IMMADIATE CONSTITUENT ANALYSIS (IC Analysis).
A minimal bracketing approach, which may be referred to as RANKEN CONSTITUENT ANALYSIS, would yield the interpretation.
2.3 Labeling
The labeling is a way of indicating what these roles are. Labeling means putting names or things, and so it is a way of specifying what these elements are. The labels provide some kind of a definition of the units that have been identified as part some larger whole.
Modifiers and head were function label, adjective and nouns are class labels.
Maximal bracketing is associated with class labeling.
Minimal bracketing is associated with function labeling.
The grammarian is trying to explain as much as possible by reference to the notion of constituency; this means putting a bracket where each successive construction can be shown to occur, whether or not that item is functional in the context of the target language.

2.4 Classes and function
A class is a set of items that are alike in some respect. They need not be words; there are classes of group and phrase, classes of phrase, classes of clause and also at the other end of the scale, classes of morpheme.
A class label indicates that what accrues at the particular node is a member of the class in question.
The purpose of functional labeling is to provide a means of interpreting grammatical structure, in such a way as to relate any given instance to the system of the language as a whole.
In nearly all instance a constituent has more than one function at a time. The key to functional interpretation of grammatical structure is the principle that , in general, linguistic items are multifunctional.

2.5 Subject, actor, theme.
One of the concepts that is basic to the western tradition of grammatical analysis is that of subject. Various interpretations have grown up around the subject notions, ascribing to it a number of rather different functions. These resolve themselves into three broad definitions, which could be summarizing as follows:
i.that which is the concern of the message
ii.That of which something is being predicated.
iii.The doer of the action
the term that came to be used in the second half of the nineteenth century, when there was a renewal of interest in grammatical theory were ‘psychological subject’, grammatical subject’, and ‘logical subject’.
i.Psychological subject meant ‘that which is concern of the message’. it was called ‘psychology’ because it was what the speaker had in his mind to start with, when embarking of the production of the clause.
ii.grammatical subject meant ‘that of which something predicated’. it is called grammatical because at that time the construction of Subject and Predicate was thought of as a purely formal grammatical relationship
iii.Logical subject meant the doer of the action. it was called ‘logical’ in the sense this term had had from the seventeenth century, that of having to do with relation between thing’, as opposed to ‘grammatical’ relations which were relations between symbol.

As a working approximation, we can define three functional concepts as follows:
i.the theme is a function in the CLAUSE AS A MESSAGE. it is what the message is concern with; the point of departure of what the speaker is going to say.
ii.The subject is a function in the CLAUSE AS AN EXCHANGE. it is the element that is held responsible
iii.The actors is a function in the CLAUSE AS A REPRESENTATION (of a process) it is the active participant in the process.

CLAUSE AS MESSAGE
3.1 Theme and Rheme
We may assume that in all languages the clause has a character of a message: it is that with wich the clause is concerned. the remainder of the message, the part in which the Theme is develop, is called Prague school terminology the Rheme.
As a general guide, the Theme can be identified as that element which come in firs position in the clause. We have already indicated that this is not how the category of theme is defined. The definition is Functional,as ait is with all the element in this interpretation of grammatical structure. A message consist of a Theme combined by a Rheme.
The Theme is the starting point of the message; it is what the clause is going to be about. so part of the meaning of any clause lies in which element is chosen as its Theme.
first position in clause is not what defines the Theme, it is the means whereby the function of theme is realized.
The Theme is not necessarily a NOMINAL GROUP, like those above. It may also be an ADVERBIAL GROUP OR PREPOSITION PHRASE.

3.2 Simple Themes of more than one constituent

There is however a special thematic structure in which two or more elements within the clause are explicitly grouped together to form a single constituent of the thematic structure: typical function as Theme, but sometime on the other hand as a Rheme.
in the typical instance the nominalization function as theme, because in a theme- rheme structure is the theme that is prominent element.
a thematic equative is a simply an identifying clause with a thematic nominalization in it. its function is to express the Theme-Rheme structure in such way as to allow for the theme to

3.3 Theme and Mood.
we will consider each of mood in turn, from the point of view of their thematic structure.

a.Theme in declarative clauses. In declarative clauses, the typical pattern is one in which theme is conflated with subject. We shall refer to the mapping of Theme on to subject as the UNMARKED THEME of declarative clause.
A Theme that is something other than the Subject, in a declarative clause, we shall refer to as MARKED THEME.
b.Theme in interrogative clauses. The typical function of an interrogative clause is to ask question, and from the speaker’s point of view asking a question is indicating that he wants to be told something.
c.Theme in imperative clause. the basic message of an imperative clause is ‘I want to do something’

In mood structure, the verb function as predicator in the clause; so in the latter interpretation, as regards the function involve, the Theme is conflated with the predicator instead of with subject, adjunct, or complement

3.4 Other Characteristic Themes
1. Conjunctive and modal adjuncts. those that tend to be thematic, but not obligatorily so, are adjunct of two kind “ conjunctive and modal.
a. CONJUNCTIVE ADJUNCTS are those with relate the clause to the preceding text.
b. MODAL ADJUNCT are those which express the speaker’s judgment regarding the relevant of the message.
2. Conjunction and relatives. Conjunctive adjunct and modal adjunct tend to be given thematic status, and so typically occur in first position. but it is not obligatory; they can come elsewhere in the clause ,and they may be added as an afterthought at the end.
a. CONJUNCTION

TYPE
EXAMPLES
Co-ordinator
And,or,nor,either,neither,but,yet
Subordinator
When, while, before, after, until, because, if ,although

b. RELATIVES

Type
Examples
Definite
Which, who, that, whose, when, where (why,how)
indefinite
Whatever, whichever, whoever, whosever, whenever, wherever, however

3.5 Multiple themes
These are three kind of meaning that are embodied in human language as a whole, forming the basis of the semantic organization of all natural languages. we shall refer to these as ‘metafunction’, and use for them the term IDEATIONAL, INTERPERSONAL, and TEXTUAL.
Ideational meaning is the representation of experience.
Interpersonal meaning is the meaning as a form of action.
Textual meaning is relevance to the context; both the preceding text, and context of situation.
There is always an ideational element in the Theme. there may be , but are not necessarily, interpersonal and/or textual elements as well.
There is, on the other hand, the possibility of further structure within the textual and interpersonal components of the Theme.
(1)The textual element within the Theme may have any combination of
(i)continuative,
(ii)structural
(iii)conjunctive themes

(2)within the interpersonal element we may have
(i)modal Theme,
(ii)the finite verb
(iii)a VOCATIVE element.
Vocative is the floating element which may come anywhere.
the Theme of any clause, therefore, extend up to the topical Theme.

3.6 Clause as Themes
There is one circumstance that leads to the situation where something that is itself a clause function as a theme, and that is the phenomenon that we are calling ‘grammatical methapor’.

3.7 Predicated Themes
The information unit serves to structure the discourse into two component, according to the status the speaker whishes the listener to accord to it as information. One part is the news: what the listener is being invited to attend to as new, or unexpected, or important. the other is the old stuff: what is presented as being already known to the listener, that which he can take as ‘given’.
typically the ‘new’ comes at the end of the information unit, and so forms part of the Rheme of the clause, while the ‘given’ precedes it.

3.8 Theme in dependent, minor, and elliptical clauses
There is thematic structure in fact, in all major clause types; that is all clauses expressing mood and transitivity, whether independent or not.
Here however is a summary of the thematic organization of clauses other than those thet are independent, major, and explixit.
(1)Dependent clauses : (i) if finite, these typical has conjunction as structural Theme.
(ii) If non-finite, there may be a proposition as structural theme, but many non finite clause have neither, in which case they consist of Rheme only.
(2)Embedded clauses. these3 are clause, which function inside the structure of a nominal group.
(3)minor clauses. the3se are clauses with no mood or transitivity structure, typical functions as call, greeting, and exclamations.
(4)Ellipticall clauses. (i) anaphoric allipsis. Here some part of the clause is presupposed what has gone before.
(ii) exophotric ellipsis. in this type of ellipsis the clause is not presupposinganything fromwhat has gone before, but simply taking advantage of the rethorical structure of the situation, specifically the roles of speaker and listener.

FUNCTIONAL GRAMMAR

Created by:
IDA NURYANI
K 2 2 0 7 0 0 6

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION SACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2010