The teacher''''s magazine -at the hospital

The teacher''''s magazine -at the hospital

LoDaL Culture

• The Hippocratic Oath

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TRIPS CINEMA

What about my job? Just relax! While you enjoy your holidays,

we are getting everything ready for a happy school-year beginning

GRUPO FDIBA

D ear colleague,

This edition is mainly about the world of medical care

Poster I shows the picture of a hospital with its different

sectors and specialists, while the flashcards in poster 2

present common ailments and their corresponding treatment You will

find them useful for practising true-to-life dialogues and generating

interactive speaking and writing activities

The rest of the materials offer plenty of possibilities to cater for different

ages and language proficiency levels while working on the topic Among

them, we include a unit about blood and organ donation that will help

to raise awareness about the importance of being a donor and also a

reading exercise about the ethics and morality involved in the

Hippocratic Oath

We hope you make the most of this issue!

The Teachers Magazine team

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but let them use their imagination and make up their own

Doctor: Come on in! Please have a seat

What's the problem?

Patient: I have a rash on my fare Doctor, Hour long have you had the rash? Patient: About 3 days I put some cream

on it but it didn't help

Doctor: Are you allergic to any

medications?

Patient:! don't think so

Doctor: I'm going to give you a

prescription for some ointment Please apply it twice a day You should avoid scratching your skin Make an appointment to see me next week if it doesn't get better

F1

poster 1 presents a hospital

to your classroom

Children should know that

when we need help right

away, the best place to go is

the hospital emergency room (ER) It is

open 24 hours a day and there is quite a

tot going on Nurses and doctors take

care of those who need attention

throw up

• feel short of breath

• sweat for no reason

• have belly pain and it won't go away

• have no appetite for more than a day

• have a terrible stomachache

• have poop that looks black or you see blood in the toilet

• feel really bad

Show the poster to the class and ask Provide the children with the

your students to describe what they see, photocopiabte activity on

Ask them to identify the different rooms page 7 Ask them to label the picture

and what happens in each one, with the words they already know and

Help them with the vocabulary and have answer the questions They may go on

them write a list of new words with an with the reading comprehension exercise

example Tell them that when we have on page 8, where they will learn about a

to stay in the hospital overnight or for story of a child who had a hard fall

some days, we are admitted Later, when For more advanced students, there are

we are sent home we are discharged prompt cards to practise conversations

When we get to the ER they make a at the doctor's office (page 9) Show the

chart, that is a sheet of paper that following model dialogue to the students

contains important

information about us, for

example, temperature, heart

rate and our treatment plan

Nowadays, this information is

recorded and saved in a

computer

According to our problem, we

may need a shot, that's an

injection or some stitches or

sutures which are strong

strings to help close deep

cuts we may get when we fall

down or cut ourselves with a

knife They will make the cut

heal faster

In some cases, we may also

need an IV, that is an

intravenous catheter, which is

a thin plastic tube inserted

into our vein to pass

medicine quickly

Ask the children to write a

list of symptoms they should

tell their parents or teachers

right away Some suggestions

are:

'tell your parents or your

teacher in case you are at

school when you

Co

, ''he purpose of poster 2 in this edition is to get the

- to practise true-to-life conversations in

-' English They will go to the doctor's, describe their ailment, get a prescription and get some advice In turn, doctors will listen to their patients, ask questions about ailments and prescribe medicine or give some advice There will be a fair amount of vocabulary in the activities suggested below, so it may be wise to have the students ready for class with some activities you will find in the next pages

As preparation for the class, cut out the cards in poster 2, laminate them and divide them into two sets: ailment cards and treatment cards These cards are the beginning of what we hope

o will be some extensive resources on teaching the language of health Here you have some suggestions which we are sure will trigger further activities

Start by standing in front of the class doing the actions for one 4' of the ailments For example, hold your head with both hands

and groan a little for your terrible/splitting headache Lead the

students to ask, What's unnng?/ What's the matter? Say, Oh

no! I have a terrible/splitting headache Ask the students to pick

up the picture and stick the card on the board Once you have presented all the ailment cards, in pairs, the students act out and identify each ailment Provide help if needed

Next, take the ailment cards and elicit the vocabulary,

What's this? A headache Then, turn the card over and

stick it back on the board so that blank side is shown

Point to the card again and ask one more lime, What's

48 this? and elicit the word for the hidden image Follow the

same procedure with the rest of the cards until you have all the blank cards on the board Then, go through all the cards again asking the same question Allow some time for the students to remember what the ailment is as a son of memory test You might turn this activity into a game which can be played by the students divided into small groups The winners are the students who remember the biggest number of cards You will be surprised how easy the students remember what each card is!

At random, take a card oil the board and give it to a

- student Ask, What's wrong? /What's the matter? Have

the student answer your question Follow this activity until you finish with all the cards

Then, distribute copies of the Ailment Cards on page tO and tell the students to practise the previous dialogue, Once they have finished, they should swap the cards with another group

A treatment for each ailment

't

f

Now that the students are familiar with health problems, teach the vocabulary for each possible treatment This time, stick the

discuss which one corresponds to the problem you mention Instead of mentioning the ailment, you can have a student act it Out, for instance, an earache The class should look for the appropriate treatment, point at it and say, S/he goes to the doctor

Doctor-patient role play

Prepare the students to act out dialogues at the doctor's This first time, you will play the doctor's role Have a volunteer to play the patient's If you happen to have a white coat and a toy stethoscope, it will be more realistic Have the patient knock at the door to enter your office Tell them to sit down and ask,

What's the matter with you?/ What's wrong? The patient will say, I

have a toothache Then, examine the patient, look into their mouth, take their pulse and say, It seems you have a cavity Well, take an aspirin and visit your dentist Divide the students in pairs and have them act out dialogues like this one Walk around to give any hint if it is necessary If the level of your students allows, you may want to give them the prompt cards on page 9

Make sure the students know the vocabulary beforehand

You should slay in bed/ rest /have this medicine

You'd better stop eating too mach chocolate

It's been a week /1cc had it for a week

• Could you give me something for the time being? Should I stay

HARRY NEEDS YOUR HELP -: A) Harry needs to put his story together

Harry is a 6-year-old boy who likes to play

Superhero He is always jumping and climbing

up places in his special red costume He wants to

fight evil and do justice, just as superheroes do

up a tree, he missed a branch and had a very bad

fall His left arm got puffy (swollen) almost

immediately after the fall Ouch, ouch! It hurt a

lot! So, mum said, Mr Superhero, we have to go to

the hospital He was so scared!

day very well

: Here is the list of events but you will have to put them in the right order

a) When they got into the ER, his mum signed in at the front desk

I bI Its siren cleared the way through traffic

C) In the ambulance there were trained people who helped him during the ride

dl It showed that he had a broken arm

el Harry didn't have to sit in the waiting room; he was taken right into the doctors office because his problem : needed super-fast attention

tu f) The doctor talked to his mum about Harry's problem

, gi Two hours later, he was ready to leave the ER His mum helped him into the car and nook him home

h) He decided to send Harry to the X-ray room to have his arm X-rayed

i) An ambulance took him quickly to the ER

jI j His mum couldn't take him to the ER in their car, so she called 91 1

k) Somebody called his name and guided him to an examining room

I) The doctor explained he was going to have his arm in a plaster cast while his bone mended

KaytOrdertj, I, b.c.e k, of h A 1g His ever couldn't sake hire tothe ER or theircar, so she called 911 An arebulonretook hire qoicklytothe ER Its siren cleared the waythroogh traffic In she ambulance there were trained people who helped him during the ride When they got into the ER his reuse signed

in at the front desk Somebody called his name and guided hire no an examining room Harry didn't have to sit in the waiting roorrrl he was taken right into X-ray mom to have his arm X-rayed It showed that he had a broken arm The doctor explained he was going to have his arm tea plaster cast while his

p hone mended Two hours later, he was ready to leave the ER His mum helped him into the car and rook him home

CONVERSATIONS WITH MY DOCTOR

Student A: You are the doctor Listen to Student B: You are the patient Tell your

your patient and give a prescription doctor what is going wrong with you

according to their ailment Don't forget to

give some advice Ailment: indigestion

Ailment: indigestion Duration: four days

Prescribe: antacid, Take after meals Previous medication: antacid but it didn't 0

Extra Advice: Avoid spicy food and alcohol, help

Student A: You are the doctor Listen to 2B

your patient and give a prescription Student B: You are the patient Tell your

according to their ailment Don't forget to doctor what is going wrong with you

give some advice

Ailment: flu : Ailment: flu

Prescribe: antibiotic Take three times a Duration: 48 hours C

day Previous medication: aspirins

Extra Advice: stay in bed, drink lots of

water,

I

Student A: You are the doctor Listen to 3B

your patient and give a prescription Student B: You are the patient Tell your

according to their ailment Don't forget to doctor what is going wrong with you

give some advice

Ailment: sore throat Ailment: sore throat

Prescribe: syrup, lozenges Take every 6 Duration: one day

hours Previous medication: lozenges

Extra Advice: drink warm tea with ginger

and honey

Student A: You are the doctor Listen to 4B

your patient and give a prescription Student B: You are the patient Tell your

according to their ailment Don't forget to doctor what is going wrong with you

give some advice

Ailment: sprained ankle Ailment: sprained ankle

Prescribe: pain killers.Take every 6 hours Duration: yesterday

Extra Advice: keep ice on it and keep foot Previous medication: pain killer

elevated

Now prepare more cards to go on practising

Level: Elementary + Age: All

WHAT'S WRONG

A) Match the pictures with the problem

I!

:::i::L::i have atoOth&he cant

I cl was chopping potatoes and got a bad cut in my 0

forefinger Ouch! It hurts!

d I've been on the computer too long! Now I have a 'r

ice on the bump, 4)You'd better go to the dentisrh; 5)You should stay In bed and call the doctor, 6)You should diet and take some drops;7lYou should go - -

to the hospital to have an x-ray; 8) You'd better go to the doctor's

OUCH! IT HURTS!

A) Match the expressions with the words in the box and complete the sentences

My ankle is collarbone backache- toothache

j I've broken my my finger - stomachache

II I've got a blister on my,, my heel - a fever

my foot - headache

I cut ,

leg - hurts - thumb I've got aches - arm My leg, swollen boe d I burned my- my ankle - wrist lilfeel

:III.I.IIr.I.II'I'rII;.II:IIIlII'.lIIrIIIIIIrIIrIII 21 My ankle is 31 I've broken my -

41 I've got a blister on my

C 5ll cut

61 I've got

7lMyleg

811 burned my

j AND NOW I'M NOT FEELING WELL B) Complete these sentences 11 Last weekend I went to the beach I fell asleep while sunbathing and now

211 carried two heavy suitcases full of clothes and books and now

31 As I was very hungry, late four packets of cookies and now

411 caught my forefinger on the car door As it was puffy, I had it x-rayed; now

5) As I was very thirsty, I drank three bottles of beer and now

611 bought these beautiful stilettos They were so posh! I put them onto go to the party, and now 711 bought three hot dogs on the street late them all and now

81 Playing volleyball on the beach,) fell down and now It's really swollen 91 late up all those chocolates that were in the box and now all over my body 101 Last night, I was eating pork chops I bit a piece of bone and now

Ker,A) 1) sick, dli; 2) broken, svanllev; 3)10g arm, wrist, collarbone; 4) my foot try heel, my finger, 5) my finger, anymore) stomachache, backache, sunburn, a fever, toothache, a headache; 7) hugs, aches; 8) hand, thumb B) suggested answers, 1) I've got sunburn; 2) I've got backache; 3)1 feel sick, 4)1:15 broken; nil have terrible headache; 6) I have blisters on my feet; 7) I've got indigestion; 8) I sprained my ankle; 9) I have a rash; 10) roe got broken tooth

HEALTH PROBLEMS

A) Work with a partner and complete the chart

B) Role play a dialogue Student A: You are the doctor Student B: You are the patient

Problem / symptom Part(s) of body affected Cause(s) Treatment / advice

6/ear/eye bacteria/vituc, antibiotics, 71 stomach, food poisoning, annibronict 8) skin, allergy/food poisoning, Ion on/cream/ointment; 91 nose cod/f

stay in water; 10) throat/eyes/skin, infection/burn/sunburn, cyrupflconrrgns/lodon ill wrist/ankle, fell/accident bandage/ice

Level: Beginner Age: Children

MY DOCTOR AND MY DENTIST