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To make your instruction learner-center, survey students to find out if the learner or someone they know has gone to a doctor's office, a clinic or a hospital. Was an appointment made before going? Were there any differences from the procedures in the learner's native culture? How was a physician, health care provider, or hospital selected?
Ask learners the following questions about going to a physician's office. Compare and/or contrast the different answers.
- Were there any difficulties making an appointment?
- Was the appointment made for a physical, checkup or a problem?
- Were there difficulties when arriving at the doctor's office?
- Were there any surprises?
- Did you understand what the doctor was saying?
- What would you do different?
- How will you prepare before you go the next time?
Click on the lesson plan link below, print it or save to your folder.
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This lesson plan contains suggestions for a dialog
and role play and is appropriate for students assessed
at LCP B, Low Beginning and correlates with the Florida
Adult ESOL Standards. Have you found dialogs and role
playing effective ways of involving students with
listening and speaking? Why or why not? Post 3 to
5 sentences to the bulletin board. |
Learners practice a controlled dialog that requires them to deliver what is written on the script. Through repeated readings, learners become skilled using interaction of sounds between endings and beginnings of words and practice the rhythm and pronunciation of the English language with the correct stress on patterns and phrases. Instructors facilitate comprehension and encourage the learner to manipulate the script into language the learner will remember and use. Dialogs keep learners speaking and listening to each other focusing on comprehensible and meaningful input and output. By involving learners in different roles, it necessitates the use of different styles of speaking and encourages natural speech to evolve.
Click on the lesson plan link below, print it or save to your folder.
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This activity is a dialog of a patient making a
doctor's appointment along with extension activities
of a disappearing dialog and using the script for
an information gap activity. How do you monitor dialogs?
What do you do if learners start speaking in their
native language? How much of your class time is spent
with students talking to each other? Do you think
that paired activities are effective? Post 3 to 5
sentences to the bulletin board. This is appropriate
for students assessed at LCP C, High Beginning and
correlates with the Florida Adult ESOL Standards. |
For additional practice, Pictures for Adult ESL Health Literacy, "A Doctor's Appointment" from the Center for Applied Linguistics (CAL) website can be used. Click on the link below for a printable picture story entitled "A Doctor's Appointment". http://www.cal.org/caela/esl_resources/Health/healthindex.html#Doctor. The curriculum presented is practical, needs-based, and learner-centered. The content is simple; it presents basic, important vocabulary on body parts and describing symptoms to the doctor.
Learners need to know there are some possible solutions when communication is limited. Promote learners to:
- SPEAK UP. ASK QUESTIONS! If you don't understand, ask or tell the doctor you don't understand.
- Bring a friend who speaks more English than you do and is able to ask questions you need to have answered.
- Write down questions ahead of time to ask the doctor for specific information.
- Be ready to discuss with the doctor symptoms you have and how long these symptoms have persisted.
- Come prepared to share your medical history about yourself, your parents, grandparents, siblings, etc. This includes allergies, heart disease, cancer, operations, etc.
- Don't leave the medical facility until you understand the doctor's directions about what you should do and what medicines and dosages you should take.
- Federal law (Civil Rights Act of 1964) mandates that any facility receiving federal payments (Medicare, Medicaid) must provide interpreters for patients whose English is limited. Your local health department might be able to provide an interpreter for a student's medical appointment or assist the learner in obtaining an interpreter.
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- Patients are expected to find out side effects of treatments and medicines before leaving the doctors office.
- If necessary get a second opinion.
- Seek additional information from books, internet research, or specific health care organizations. Be and keep informed.
Sources:
http://www.eslflow.com/humanbodylessonplans.html
http://www.languageimpact.com/articles/other/krashentpr.htm
http://www.languageimpact.com/articles/rw/tprmax.htm
http://www.sil.org/lglearning/
http://www.hsph.harvard.edu/healthliteracy/talk_drvisit.html
http://www.webmd.com/ WebMD
A good site for getting general medical information and to learn about heath and wellness is WebMD. The site has Health Tools which include quizzes, calculators, self-assessments, and guides to assist in managing the user's health. (GED, Adult HS, Older Adults, Health, ESL)
http://medlineplus.nlm.nih.gov/medlineplus/tutorial.html
Medline National Library of Medicine. Medline's Patient Education Institute offers well over 100 multimedia tutorials. Users can repeat the narration on each page as many times as desired. Using animated graphics, each tutorial explains a procedure or condition in easy-to-read language. These tutorials require a special Flash plug-in, version 4 or above. (ABE, ESL, Older Adults, Health)
http://humanities.byu.edu/elc/teacher/sectiontwo/Lesson11.html
A lesson plan to practice TPR, body parts and illness, and dialogs.
http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=5&storyID=161
Adult
Learning Activities, California Distant Learning Project.
This has a lesson plan using "911 Calls". Read a story,
listen to the story, and view a video from News 10 KXTV,
along with activities.
http://www.cahealthliteracy.org/hlrc_plainlan.html
California Health Literacy Initiative, Plain Language Health Resources for Literacy and ESL students about Health and Diseases.
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