An English as a Second Language
Health and Wellness Curriculum
Instructor’s Manual
www.expectingthebest.org
For more information about Expecting the Best, please contact:
Sandra J. Diehl, MPH
Project Director
[email protected]
Expecting the Best was generously funded by a community grant from the
North Carolina March of Dimes.
© 2006 Sandra J. Diehl
All rights reserved.
Project Director and Affiliation During Project Development
Sandra J. Diehl, MPH
Coastal Area Health Education Center, Wilmington, NC
Advisory Group and Affiliation During Project Development
Laura E. Aponte, MSW
Tri-County Community Health Center, Newton Grove, NC
Susan J. Auger, MSW
Auger Communications, Durham, NC
Monique G. DeUnger, MEd
Cape Fear Community College, Wilmington, NC
Joseph Halloran, MPH, RD, LDN
Nutrition Services Branch, NC Department of Health and Human Services, Raleigh, NC
Yvette McMiller, MPH
Office of Research, Demonstrations, and Rural Health Development
NC Department of Health and Human Services, Raleigh, NC
Merry-K. Moos, RN, FNP, MPH
Department of Obstetrics and Gynecology, The University of North Carolina at Chapel Hill
Patricia A. Payne, CNM, MPH
Cecil G. Sheps Center for Health Services Research, Chapel Hill, NC
Patrick K. Pittman, MAEd
The North Carolina Community College System, Raleigh, NC
Kimberly S. Small
New Hanover County Schools, Wilmington, NC
Casey K. Wardlaw, MPH, RD
Women’s Health Branch, NC Department of Health and Human Services, Raleigh, NC
Katie J. Waters
The North Carolina Community College System, Raleigh, NC
Consultants, The University of North Carolina at Chapel Hill, School of Public Health
Guadalupe X. Ayala, PhD, MPH
Carrie E. Fesperman, MPH, MRP
Kristin S. Hoeft, MPH
Sally C. Scott, RN, BSN, MPH
James G. Wallace, MPH
Welcome to Expecting the Best! I hope that these materials will help your students learn about
health care and healthy living.
This project grew from many different needs – instructors who needed better curriculum for
teaching about health and wellness, students who needed to know where and how to get services,
and health care workers who wanted to communicate better with their patients. I hope that these
materials contribute to better understanding and healthy living.
The lessons focus on the two topics that English as Second Language (ESL) students and health
department patients with limited English proficiency across North Carolina said interested them
most – health care and nutrition. We extensively field tested the lessons and made changes based
on important feedback from instructors and students.
Numerous ESL instructors and key leaders in education and health were instrumental to the
development of this project. Thanks to everyone who contributed their thoughts and time as we
developed, field tested, and evaluated the materials.
Sincerely,
Sandy Diehl, MPH
Instructor Information
Welcome to the Expecting the Best curriculum! The following information will help familiarize
you with Expecting the Best.
Health Literacy and English as a Second Language
Expecting the Best is a program that teaches adults with limited English proficiency about health
and wellness through English as a Second Language classes. The program is designed to improve
health literacy, functional literacy, and communication skills. It is also expected to strengthen
students’ ability to seek health care and make sound health-related decisions. Low literacy and
English language proficiency are frequently cited as major challenges that prevent individuals from
receiving the health care and information they need.
Curriculum overview
Expecting the Best is a health and wellness curriculum that is designed for high beginner/low
intermediate adult ESL students.* The lessons use cooperative learning techniques and concentrate
primarily on speaking, listening, and reading skills. Each lesson lists learning objectives and
CASAS objectives. Lessons are copyrighted, however they may be copied freely for teaching
purposes. The picture stories developed by Kate Singleton are used with permission (and can also
be copied freely for teaching purposes). The Oxford Picture Dictionary or similar texts may be
used if desired as a supplemental textbook for vocabulary development.
Lesson overview
Expecting the Best has instructor and corresponding student lessons. Most lessons in the curriculum
consist of a warm-up exercise, followed by health content area(s), and extension activities.
Instructors are encouraged to adapt the lessons as they like, and to select the content that is most
appropriate to the learning needs and interests of their students.
I. Warm-up
The warm-up exercise involves a note on the board and group discussion. Students can practice
writing by copying the ‘warm-up’ note. There is a special blank section on the front of each student
lesson that can be used for that purpose. Each warm-up activity has an accompanying small-group
discussion exercise. This is a good way to engage students and allow them to interact before
introducing content information.
II. Health Content
The remainder of each lesson focuses on health topics that combine functional, interpretive, or
review information, grammar, and games. Realia and basic teaching materials (for example, index
cards) are suggested for many of the lessons. Related vocabulary can be presented using the Oxford
Picture Dictionary (Red or Black cover) or other similar texts as resources, if desired.
III. Extension Activities
Most lessons have one or more extension activities to enhance the core material in each lesson.
Collaboration with Health Care Professionals
Because students are often eager to learn about health, they may ask technical questions that the
instructor may not be able to answer. Health educators at county health departments, community
health centers, or hospitals are a wonderful resource for information and provider referrals. Many
times they have free brochures or other information that they can share with you, and they are often
willing to come to class and give a ‘guest lecture!” They may also be willing to host a field trip to
their facility. Don’t hesitate to call one of these health centers for information.
*CASAS skill level descriptors:
High Beginner:
Listening/Speaking: Functions with some difficulty in situations related to immediate needs; may have some simple oral
communication abilities using basic learned phrases and sentences. Reading/Writing: Reads and writes letters and numbers and a
limited number of basic sight words and simple phrases related to immediate needs. Can write basic personal information on
simplified forms. Employability: Can handle routine entry-level jobs that involve only the most basic oral or written communication
in English and in which all tasks can be demonstrated.
Low Intermediate:
Listening/Speaking: Can satisfy basic survival needs and very routine social demands. Understands simple learned phrases easily and
some new simple phrases containing familiar vocabulary, spoken slowly with frequent repetition. Reading/Writing: Can read and
interpret simple material on familiar topics. Able to read and interpret simple directions, schedules, signs, maps, and menus. Can fill
out forms requiring basic personal information and write short, simple notes and messages based on familiar situations.
Employability: Can handle entry-level jobs that involve some simple oral and written communication but in which tasks can also be
demonstrated and/or clarified orally.
Note: Expecting the Best lessons are not intended to provide medical advice nor substitute for a professional medical opinion.
They are intended to build knowledge and basic skills to promote health.
Contents
Nutrition
Eating well, shopping, and cooking
Lesson 1
You Are What You Eat!
Lesson 2
What Should I Eat?
Lesson 3
Nutrition for Life
Lesson 4
What’s in the Box?
Lesson 5
Let’s Go to the Store
Lesson 6
The Market
Lesson 7
Home Cooking
Health
Seeking services and finding, reading and interpreting health
information
Lesson 8
Where Do I Go?
Lesson 9
Emergency!
Lesson 10
At the Emergency Department
Lesson 11
Let’s Schedule an Appointment
Lesson 12
At the Doctor’s Office
Lesson 13
What Does the Label Say?
Lesson 14
Health Information
Lesson 1
You Are What You Eat!
This lesson teaches about good nutrition. Students will learn what’s good to eat and why. CASAS Competencies:
1.3.8 Identify common food items 3.5.2 Select a balanced diet Learning Objectives:
1. Learn what’s good to eat and why. Materials needed:
•
A deck of cards to demonstrate a meat serving size, measuring cups and measuring spoons to demonstrate other serving sizes •
Examples of food products (optional) •
Fruits/vegetables to make a salad (optional) •
Oxford Picture Dictionary “Fruits”, “Vegetables”, “Meat and Poultry”, “Deli and Seafood” (black and red cover), “Dairy Products and Other Foods” (red cover only) optional I.
Warm-up
Note on board: We will talk about food today. Talking about food makes me hungry! What do you like to eat? •
Ask students to talk about what they like to eat in small groups or as a class. What is their favorite food? What is their least favorite food? © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 1 -A
II.
“I Love Gardening!” and “Rhyme Soup”
These two exercises allow students to practice food vocabulary. Read aloud. Questions that you may want to ask with the “I Love Gardening” dialogue: Do you garden? What do you grow? Why is it difficult to grow corn in a garden? The “Rhyme Soup” activity can be done chorally for pronunciation. III.
The Food Pyramid and Serving Sizes
Introduce this part of the lesson by asking, “Have you seen the food pyramid?” “Is it familiar?” Use the worksheets to explain the food pyramid and information about nutrition and food choices. Ask students to name some of the foods that you find in each category, and to complete their own food pyramid based on their eating habits. (Instructor Note: The USDA released a revised food pyramid in 2005 that is individually tailored according to age, gender, and activity level. This personalized information is available at: http://mypyramid.gov. For group teaching such as in an ESL classroom setting, nutritionists recommend using the standard food pyramid.) •
Emphasize that we should eat a variety of foods, with the largest proportion of our diet coming from grain groups, and the smallest from the sweets/oils group. Explain why we have a “pyramid” instead of a square or other shape. •
Explain that carbohydrates give us energy. Dairy products give us calcium for strong bones. Meats/Proteins help us have strong muscles. Vegetables and fruits give us lots of vitamins and minerals. Sugar, fat, and oil have lots of calories, and little nutrition. No more than 30% of calories should come from fat. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 1 - B
•
Explain the size of a serving using measuring cups, measuring spoons, and the deck of cards. Let students know we don’t need to measure our food everyday, but we should be aware of portions. You may choose to include the serving size page as part of the lesson, or use it for student reference only. •
Ask students about the size of meal portions in their culture, vs. in the US. The cultural food pyramid sheet can be included as part of the lesson, or for reference only. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 1 - C
IV.
Practice/Game
Food groups worksheet. •
This worksheet can be done orally or in writing, individually or in pairs/groups. •
This can also be done as a game. Game idea: split class into 2 teams. Each team lines up single file at the blackboard and works as a relay. Give students 2 minutes (or as appropriate) to write as many food words as they can. Categorize foods according to their food group. •
Another idea is to divide the class into two or more groups. Using poster paper and markers, ask students to draw as many foods as they can within a predetermined time period. Ask students to name the foods. Categorize foods according to their food group. •
Bring fruits and/or vegetables to class and use to teach vocabulary. Make a salad with them and enjoy! Teach related concepts like hand washing before food preparation. •
Discuss food illnesses that are common in students’ native countries. •
Go ‘away for a day’ and plan meals based on the food pyramid. •
Discuss malnutrition. Is it common in your native country? What are the symptoms? •
Divide into groups. “You are the leaders of a poor country that suffers from hunger and malnutrition. How would you solve that problem?” •
Ask students to visit the food pyramid website and learn their own, tailored nutrition recommendations http://mypyramid.gov. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 1 - C
Nutrition
Objectives: Students will acquire the skills and ability to:
1. Purchase healthy food at the grocery store.
2. Prepare healthy food at home.
3. Use nutrition-related resources available in the community.
Nutrition Resources and Referrals
•
WIC (Women, Infants and Children) – A program that provides food, nutrition
counseling, and access to health services for low-income pregnant and post-partum
women, and to infants and children at nutritional risk. Women do not need citizenship
status to receive services. Contact: County Health Department. (www.fns.usda.gov/wic)
•
Food Stamps - The Food Stamp Program provides benefits to low-income people that
they can use to buy food to improve their diets. Food stamp recipients spend their
benefits (in the form of electronic benefits on debit cards) to buy eligible food in
authorized retail food stores. Recipients need to be resident-aliens or citizens of the
United States. Contact: County Department of Social Services. (www.fns.usda.gov/fsp)
•
EFNEP (Expanded Food and Nutrition Education Program) – Students can be
trained to teach their communities about good diets, including how to select and buy
food, prepare food, and manage food budgets. Contact: County Extension Office.
(www.ces.ncsu.edu/depts/fcs/foods/efnep/links.html)
•
March of Dimes – A national non-profit organization dedicated to improving the health
of babies by preventing birth defects and infant mortality. The March of Dimes has
numerous consumer health education materials available, including pamphlets about folic
acid. (www.modimes.org)
Lesson 1
You Are What You Eat!
This lesson teaches about good nutrition. You will learn what’s good to eat and why. Warm-up
Please copy the note on the board.
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 1
I Love Gardening!
Jana: I want to start a garden. Do you know how to grow a garden? Felix: I love gardening! I have a garden every year. It’s small. I grow the vegetables I like best ‐ tomatoes and peppers. Jana: Hmmm. I like corn a lot. Felix: Corn?! I don’t know…..maybe something else is better. Jana: Ok, how about string beans? Felix: Sounds great! Let’s get started. I will show you how! Rhyme Soup
Carrots, celery, corn and peas
Put them in a pot as fast as you please
Stir them with tomatoes
Add some potatoes
And heat, heat, heat
Until it’s good enough to eat!
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 2
The Food Pyramid
The food pyramid helps us choose what foods to eat. It tells us how to get the nutrients we need, without eating too many calories. The pyramid tells us to eat a variety of foods. There are 5 major food groups – grains, fruits, vegetables, dairy, and protein. Each of these foods provide some, but not all, of the nutrients we need. No one food group is more important than another – for good health, you need them all. Eat a lot of grains, vegetables and fruits. Eat some dairy, meat, and/or other protein. Eat very little fat, oil, and sugar. Source: The Center for Applied Research in Education © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 3
What is a Serving?
It’s easy to eat the recommended number of servings. For example, two
slices of bread are two servings. You don’t need to measure servings.
Grains
(eat 6-11 servings)
1 slice of bread 1 medium muffin 1 tortilla ½ cup of cooked rice or pasta 1/2 cup of cooked cereal 1 cup of ready to eat cereal 4 crackers Fruits
1 piece of fruit or melon wedge Vegetables
¾ cup of fruit juice ½ cup of chopped, cooked or canned fruit ¼ cup of dried fruit (eat 3-5 servings)
½ cup of chopped raw or cooked vegetables 1 cup of raw leafy vegetables ¾ cup of vegetable juice Dairy (Milk) (eat 2-3 servings) 1 cup of milk or yogurt 2 slices of process cheese (2 ounces) 2 slices of natural cheese (1.5 ounces) 2 cups of cottage cheese 1.5 cups of ice cream, ice milk or frozen yogurt Protein (Meat)
(eat 2-4 servings)
(eat 2-3 servings)
2‐3 ounces of cooked lean meat, poultry, or fish (the size of a deck of cards) 1 cup of cooked dry beans 4 tablespoons of peanut butter 1/2 cup of nuts or seeds 7 ounces of tofu 2 eggs © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 4
Fill in the blanks:
1. ________________ and _______________ are two foods that are high in fat. (examples are: potato chips, mayonnaise, French fries, ice cream)
2. ________________ and _______________ are two foods that are high in sugar. (examples are: candy, soda, cookies, cake) 3. Eat a lot of ____________________, ________________________, and __________________. (fruits, vegetables, and grains) 4. Eat some __________________, _____________________, and/or ____________________. (dairy, meat, other protein) 5. Eat very little _________________, _________________, and ____________________. (oil, fat, and sugar) © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 5
Make your Own Food Pyramid! Write down everything you ate yesterday.
Include meals, snacks, and drinks.
Morning:
Afternoon:
Evening:
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 6
Put the food you ate yesterday
into food pyramid categories.
Fats, Oils, and Sweets
(a little)
Milk, Yogurt, and Cheese Group
(2-3 servings)
Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts Group
(2-3 servings)
Vegetable Group (3-5 servings)
Fruit Group (2-4 servings)
Bread, Cereal, Rice, and Pasta Group (6-11 servings)
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 7
Practice
Name the
1
5
food groups. List at least 3 examples of
foods from each group.
- Group: Grains___________________________________________________ Examples: Bread, tortillas, rice 2
- Group: ___(Fruit)_________________________________________________ Examples: Apples, watermelon, blueberries 3
- Group: ___(Protein)_______________________________________________ Examples: Chicken, tofu, beans, eggs 4
- Group: _____(Dairy/Milk)__________________________________________ Examples: Cheese, yogurt 5- Group:____(Vegetable)______________________________________________ Examples: Spinach, carrots © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 8
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 - 9
Examples of Food Pyramid Choices for Various Cultures
AfricanAmerican
Bread,cereal, Biscuits Corn bread rice, pasta
Grits Rice Vegetables
Fruits
Protein
Milk and
Dairy
Products
Cabbage Corn Greens Okra Potatoes Squash Sweet potatoes Tomatoes Apples Bananas Berries Peaches Watermelon Legumes Fish Chicken Turkey Beef Buttermilk Cheese Ice cream Milk Pudding Asian
Native
American
Barley Bing Dumplings Rice Hau jaun (Chinese) Bamboo shoots Bok choy Cabbage Celery Green beans Peas Scallions Spinach Water chestnuts Chinese beans Guava Jiyube Kumquats Litchi Oranges Papaya Persimmons Watermelon Bean paste Beef Chicken Duck Lamb Shellfish Eggs Blue corn products Flour tortillas Fry bread Wheat sprouts
White bread Carrots Corn Potatoes Squash (including blossoms) Wild celery Wild onion Zucchini Catabopy Casabas Berries Oranges Watermelon Yucca fruit Buffalo’s milk Cow’s milk Soybean milk Yogurt Hispanic
Bolillo Tortilla (Mexican)
Bread Rice Taco Shell (Mexican) Agave Cabbage Carrots Cassava Jimaca Onion Potatoes Squash Sweet potatoes Apples Bananas Guava Mango Oranges Papaya Pineapple Platano Zapate Beef Beef Blood sausage Legumes Chicken Chicken Deer, elk Eggs Legumes Fish Processed Lamb meat Nuts Pork Tripe Cheese Custard Goat’s milk Cheese Cow’s milk Ice cream Adapted from Penn State Nutrition Center 1996.Used with permission from Cultural Competence in the Care of
Childbearing Families, March of Dimes Nursing Module 2002
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 1 -
10
Lesson 2
What Should I Eat?
This lesson provides information about healthy diets and teaches students how to ask for and give advice. CASAS Competencies:
1.3.8 Identify common food items 3.5.2 Select a balanced diet Learning Objectives:
1. Learn how to ask for and give advice. 2. Understand the impact of food on weight and health. Materials Needed:
None Warm-up
I.
Note on board: What did you eat last night for dinner? How many meals do you eat each day? Do you eat your biggest meal in the afternoon, or in the evening? •
Have students break into groups and talk about meals. Teaching suggestions: Review present/past tense of “to eat” and “to have.” Mention that “dinner/supper” have similar meanings. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - A
II.
Advice
Conversation, grammar, and giving advice. Students and/or the instructor can read the conversations aloud and review the grammar. Discuss the problem and what advice students could give to the people in the conversations. The conversations are written at somewhat different levels to appeal to different learning needs (for example, some students like to learn slang). Choose the conversations that best suit the needs of your class. Point out the informal language in the conversations. Discuss portion sizes (ie., that our portions tend to be bigger – leading to weight gain), ask students how their diets have changed since coming to the U.S., etc. III.
Practice / Advice Worksheet
One way to present the advice sheet is through a ‘jigsaw’ approach to pre‐teach this information. Write “Nutrition Advice” on the board. Ask students to break into groups. (for example “Should” groups and “Shouldn’t” groups.) The “Should” group(s) are responsible for coming up with advice on what we should do for good nutrition. The “Shouldn’t” group(s) are responsible for coming up with advice on what we shouldn’t do for good nutrition. One student per group is the recorder. Each group then ‘scrambles’ to form a new group, with some ‘Should’ students and ‘Shouldn’t’ students now mixed in a group. Each group discusses their ideas and later presents their ideas. Clarify vocabulary and compare lists. Complete the exercise by reviewing the “Nutrition Advice” worksheet. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - B
•
Use the picture stories found at the end of the lesson to reinforce the idea that food consumption affects weight and health. Teaching ideas: •
Use the ‘Language Experience Approach’ (LEA) to create a story of what’s happening in each picture. Write the story as students tell it to you. Review the story. •
Break students into pairs or groups. ‘White‐out’ some or all of the captions on photocopies and ask students to create their own their own captions. Afterwards, let students read the original captions. •
Ask students to anonymously write a ‘problem’ (true or fictional) on a slip of paper, collect the sheets, redistribute, and ask students to read the problem aloud. The students can suggest a solution. •
Another option is to create a “Dear Abby” type of letter on the board (or have students write one, or use one from the newspaper), and let students come up with a solution to the problem. This can be done verbally in groups or in writing individually. Show the columnist’s solution if appropriate. .
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - C
Lesson 2
What Should I Eat?
This lesson gives you information about healthy diets and teaches you how to ask for and give advice. Warm-Up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 1
Conversations
Anya: Hi Lee. How are you? Lee: I don’t feel very well. Anya: Why not? Lee: I ate three donuts and drank two cups of coffee for breakfast. My stomach hurts. Anya: No wonder your stomach hurts! Alan: Hey dude, what’s up? Raul: Not much man. Where are you going? Alan: To the gym. I want to lift weights and run. I’ve gained 15 pounds this year. Raul: Wow. How? Alan: Too many “biggie” meals at Wendy’s, I guess! Raul: You know, I’ve put on a few pounds too. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 2
Conversations
Louise: My mother‐in law is going to visit us next week. I’m not sure what to cook for her. Amy: Why? Louise: Because she’s so hard to please! She only eats meat and potatoes. She doesn’t like vegetables. She’s allergic to flour. She is also on a diet. I don’t know what to make. I want her to think I’m a good cook. Amy: I have some good recipes that I can give to you. Louise: Great! Do you have 30 recipes? She’ll be here for a month. Ted: AHHH, my head hurts. Ping Li: You should lie down. Ted: I’ll try that. The aspirin isn’t working. Ping Li: Why does your head hurt? Ted: Because I went out last night and had a few beers. Ping Li: Sounds like a few beers too many! © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 3
Asking for and Giving Advice
“Should” means: This is a good idea. This is good advice.
(a)
My stomach hurts. I should lie down. (b) Julissa is afraid of the dark. She should sleep with a nightlight. (c)
You’re sick. You should go to the doctor. (d) I have a temperature. What should I do? (e) I’m hungry. I should eat something. (f)
Otto needs a job. He should look for ‘Help Wanted’ signs. (g) Sallu is homesick. What should he do? When giving advice, should is followed by the simple form of a verb.
An example with the verb, ‘to go’…. I should go. You should go. She/He/It should go. We should go. You (guys/all) should go. They should go. Examples:
You should go to bed now. Ok, I’m tired. You shouldn’t worry so much. You’re right. Things will be ok. He should put on a jacket – it’s cold outside! I should watch less TV. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 4
Practice
When asking for advice, use the questions,
“What should I do? ” or “ What do you think I should do? ”
1.
What advice should Anya give to Lee? (e.g., eat fruit and cereal for breakfast) 2.
What advice should Alan give to Raul? (e.g., exercise more or eat less fast food) 3.
What should Louise cook for her mother‐in‐law? 4.
What advice did Ping Li give to Ted? You should lie down.
Matching
Situation
I should….
b
Your child does not feel well
a. go to the DMV
d
Your car does not run
b. take my child to the doctor
a
Your license expires tomorrow
c. eat something
c
You’re hungry
d. tow my car to the mechanic
f
You have gained 15 pounds
e. go shopping
e
You need new jeans
f. exercise more
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 5
Give advice. Use either “should” or “shouldn’t.”
1.
We had candy and soda at the movies. Now we have stomachaches. _________________________________________________________________. 2.
I like to cook my vegetables with lard. _________________________________________________________________. 3.
I’m gaining weight. My clothes are too small for me. _________________________________________________________________. 4.
Joe likes to go out on Saturday night and drink a lot. _________________________________________________________________. 5.
Huong likes to watch television after work every day. She watches TV until she falls asleep. _________________________________________________________________. 6.
I don’t know what to cook for dinner tonight.
_________________________________________________________________.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 6
Nutrition Advice
Here are some things you can do to have a healthy diet.
1.
Eat a variety of foods.
2.
Choose a diet with lots of grains, fruits, and vegetables.
• Buy whole wheat bread and whole grain cereals. They have more fiber. • Eat dark leafy vegetables (spinach, romaine lettuce, broccoli) several times a week. 3.
Choose a diet low in fat and cholesterol. You will help prevent a heart attack, some cancers, and it will help you be a healthy weight. • Choose 1% or skim milk. • Choose low‐fat or nonfat yogurt. • Choose part skim or low‐fat cheese and ice milk or frozen yogurt. 4.
Broil, bake, or boil meat instead of frying. Chicken and turkey without the skin and most fish are low in fat. 5.
Eat beans several times a week. Eat beans instead of meat. 6.
Drink lots of water. Water is important for good health, and for beauty too! You should drink 6‐8 glasses every day. 7. Take a multivitamin every day.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 7
Here are more ideas.
1. Don’t
eat too much sugar. Sugar is high in calories and low in nutrients, and can cause tooth cavities. • Drink 100% fruit juice. Punches and fruit drinks have lots of sugar and little nutrition. • Limit candy, desserts, and soft drinks (sodas/pop). • Limit pastries, cakes, and cookies. 2. Don’t
eat too much salt. Salt increases your chances of high blood pressure. 3. Don’t
drink too much alcohol. Alcohol has calories, but is low in nutrition. Have no more than 1‐2 drinks a day. Drinking too much alcohol can cause health problems and accidents, and can lead to addiction.
4. Limit
soft cheeses (feta, blue cheese, queso blanco, queso fresco etc.)
and ice cream.
5. Don’t
add fat and sugar to food – for example, mayonnaise, butter, margarine, salad dressing, sugar, and jelly. • Limit fat to 1/3 of all calories. Avoid coconut and palm oil. (Adapted from the Consumer Information Center: The Food Guide Pyramid, www.pueblo.gsa.gov) © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 8
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 - 9
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 2 -10
Lesson 3
Nutrition for Life
This lesson discusses how nutritional needs change throughout our lives and the long‐term health benefits of good nutrition. CASAS Competencies:
1.3.8 Identify common food items 3.5.2 Select a balanced diet Learning Objectives:
1. Understand our special nutritional needs through the life cycle. Materials Needed:
•
•
•
I.
Bottle of multivitamins Box of cereal with 100% daily allowance of folic acid Example of a calcium‐enriched product (for example, orange juice) ‐ optional Warm-up
Our lives have many special celebrations. For some people, a birthday is a special celebration every year. Marriage is another type of special celebration. • Ask students to form groups and talk about special events/traditions in their lives in their native country during different times in life (for example, quinceaños celebrations, marriage, anniversaries, retirement etc.). Write various stages of life on the board and ask if there are any special celebrations that typically happen during that time ‐ for example teenager, adult, older adult. © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 3 - A
II.
Life Cycle Nutrition
Just like we have different celebrations at different times in life, we also have different nutritional needs at different times in life. Review the worksheet with information about how our nutritional needs change during different times in our life. III.
Health Brochures
As a lead‐in to practicing with brochures, ask students where they get their information about health. Write their ideas on the board, “Places We Get Information about Our Health” (eg., tv, radio, newsletters, brochures, family/friends, books, the doctor, nurses, etc.). Tell students that this brochure is about Folic Acid. Folic acid can help prevent heart disease, stroke, and cancer (cervical and colon cancer and possibly breast cancer). It can also help prevent birth defects of the brain and spine. Read the brochure 3 times: 1. The teacher reads the brochure aloud. 2. Students read the brochure independently, followed by interactive time to clarify unknown vocabulary and ask questions. 3. A few student volunteers read the brochure aloud a final time. Practice pronunciation as needed. The questions that follow can be done orally, individually, or in pairs/groups. © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 3 - B
Ask students if they take multivitamins now, and why or why not. Show students a bottle of multivitamins so they can become familiar with it. Tell students that they can buy the store brand (generic) because it is cheaper and works equally well as name brands. Some cereals are a good food alternative if they would like to consume folic acid. They need to look at the label to see if it says, “100%.” Many cereals have 25%. •
•
Diabetes Brochure – take the ‘risk quiz’ and practice reading the brochure. (Note: This
brochure is used with permission from the American Diabetes Association)
Ask students to create their own health brochure on a topic of their choice.
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 3 - C
Lesson 3
Nutrition for Life
This lesson teaches you how our nutritional needs change during our lives. Warm-up
Please copy the note on the board.
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 3 - 1
We have special
nutritional needs
during special
times in our lives.
Teenagers/Young Adults
• Calcium – Our bones grow quickly during this time. Teenagers need calcium to help make bones strong. You can get calcium in foods such as low‐fat milk, cheese and yogurt, and dark green vegetables (broccoli, spinach). You can also buy food that has extra calcium added, like bread, orange juice, or ice cream, or you can buy calcium tablets. Adults
• Folic Acid – Folic acid helps prevent heart disease, stroke, and certain cancers, like cervical and colon cancer. It also helps prevent birth defects of the brain and spinal cord if it is taken before and early in pregnancy. It’s a very good idea for all adults to take a multivitamin daily. If you don’t like taking vitamins, have a bowl of cereal! Look for a brand that has 100% of the daily allowance of folic acid. • Calcium – Adults need calcium to keep their bones strong and to prevent osteoporosis. Exercise will also help make bones strong.
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 3 - 2
Women who are Pregnant and Breast feeding
• Prenatal vitamins and extra calories - Women need to eat more calories when they are pregnant and breast feeding. They should also take prenatal vitamins. They can buy these vitamins in many places, like drug stores, grocery stores, or Walmart ®/Target®. They can also request a prescription from their health care provider. There are some foods pregnant and breast feeding
women should NOT eat.
• Fish – shark, swordfish, tile fish, and king mackerel – Avoid these fish because they contain poison (mercury) due to pollution in the ocean. • Soft Cheeses – Sometimes soft cheeses have a bacteria (Listeria) which may cause a miscarriage. Avoid Brie, Camembert, Roquefort (Blue Cheese), Feta, Gorgonzola (Goat Cheese), Queso Blanco and Queso Fresco. • Lunch Meats and Hot Dogs – Sometimes these foods have the bacteria Listeria too. Older Adults
• Older adults should take multivitamins if they do not eat a variety of o foods. They should take Vitamin D if they o
o do not go outside often. (The sun gives us Vitamin D naturally! ) © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 3 - 3
Take
Folic Acid
Practice
with a
brochure.
There is something safe, inexpensive, and
easy to help keep your heart healthy,
lower your risk of cancer, and prevent
birth defects in children. What is it?
Folic Acid!
Folic acid is a special vitamin that can help
prevent cancer, stroke, heart disease, and
birth defects.
Want to know more?
It is easy to get folic acid every day!
•
Take a multivitamin with 100% of the
recommended daily amount or take a folic acid pill.
•
Eat cereals. They usually have between 25% and
100% of the recommended daily amount. Look at
the label on the box to see how much folic acid it
has! Find a brand you like that says 100%.
•
In addition to cereal or vitamins, eat healthy foods
like spinach, beans, peas, fruits, and grains.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 3 - 4
Which multivitamin should I take?
•
Any brand which says 100% of folic acid (400
micrograms) on its label. Store brands are
cheaper and have the same vitamins.
What if I do not like to swallow vitamins?
•
Try a chewable multivitamin.
•
Eat cereal!
•
Try folic acid pills. They are smaller than
multivitamins.
Will vitamins make me gain weight?
No. Vitamins give you nutrients you need to stay
healthy and active. They do not have calories or
fat.
Always keep vitamins and medicines
where kids cannot get them.
Adult vitamins can poison kids.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 3 - 5
Practice
True/False.
a) Folic Acid can help prevent heart disease, cancer, and stroke. _____(T) b) Folic Acid is a vitamin that can help prevent birth defects. _____ (T) c) Everyone should take a multivitamin or eat cereal every day. ____ (T) d) It’s ok for children to take adult vitamins. _____ (F) e) Vitamins make people gain weight. _____ (F) f) Exercise makes our bones weak. _____ (F – exercise makes bones strong,
especially weight-bearing exercise (walking, basketball, soccer, volleyball etc.). g) We can get vitamin D from the sun. _____ (T) Name three foods that have folic acid.
1
_____________________________________
Examples: cereal, orange juice, spinach
2
_____________________________________
3
_____________________________________
Name three foods that have calcium.
1
© 2006 Sandra J. Diehl. All rights reserved. ______________________________________
Examples: spinach, yogurt, milk
2
_____________________________________
3
______________________________________
Instructor Lesson 3 - 6
Here is
another
brochure.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 3 - 7
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 3 - 8
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 3 - 9
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 3 - 10
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 3 - 11
Lesson 4
What’s in the Box?
This lesson teaches students how to read nutrition labels. It teaches comparative words. Learning Objectives:
CASAS Competencies:
1.1.7 Identify product containers and interpret weight and volume 1.3.8 Identify common food items 1.6.1 Interpret food packaging labels 3.5.1 Interpret nutritional and related information listed on food labels 7.2.3 Make comparisons, differentiating among, sorting, and classifying items, information, or ideas 1. Learn how to read nutrition labels. 2. Learn how to express what is needed from the store. 3. Learn how to make comparisons. Materials Needed:
•
1‐2 small, wrapped gift(s) (optional). If you want to get really creative, place the gifts inside empty, clean food containers (like an oatmeal cannister, cereal box, etc.) and then wrap them. •
Examples of food packages (optional) •
Oxford Picture Dictionary, “Containers and Packaged Foods”, “Weights and Measures” (Black cover only) (optional) © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - A
I.
Warm-Up
Have you ever received a gift and wondered, “What’s in the box?” What do you do to figure out what’s in it? What’s the best gift you have given to someone? What’s the best gift you have received from someone? When do you give gifts? I give gifts to special people in my life for their birthday. Review the verb ‘figure out’ if necessary. Ask students what they do to help them guess what’s in a box. Review verbs like “shake,” “squeeze,” “listen” and any other verbs that students suggest. Ask students to break into groups and talk about gifts they’ve given and received, and if gift‐giving is part of their culture. If you have a wrapped gift, have them circulate it in their groups and guess what’s inside. One way to do this is by having them write their guess on a piece of paper. Give the gift away – to the person who guesses correctly, or through a random drawing. II.
Conversations
•
Present the conversations. The third conversation is at a higher level. Discuss what students need from the store – orally, or ask them to make a list. III. Food
Labels
•
Introduce this part of the lesson by making an analogy between gifts and the ‘gift’ of food and nutrition inside food packages. We know what’s inside food boxes/containers because of the nutrition labels. Explain how to read nutrition labels. Use the cereal, milk, and doughnut labels as examples. © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - B
•
Get/got and buy/bought – review use of these words •
How much/how many and counting foods – for example, some foods can be counted – like apples. How many apples do we need? We need two apples. Other foods can’t be counted, like liquids, grains, spices, or dairy foods. For these, count containers. How much rice do we need? We need two boxes. •
When presenting the nutrition labels: ‐
Food labels list what you get in food compared with what you need every day. ‐
Notice the serving size – if you eat more, you get more nutrition (and calories!) ‐
Fat, cholesterol, sodium (note that this means salt), carbohydrates, and protein are listed at the top. You can remind students what each of these give us (carbohydrates give us energy, protein gives us strong muscles, vegetables and fruits give us vitamins and minerals, sugar, fat and oil have calories and little nutrition). ‐
Fat calories should be no more than 1/3 of total calories ‐
Vitamins are listed at the bottom. IV.
Comparison words
Review the comparison word worksheets and answer the questions. © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - C
•
Ask students to role play dialogues about what they need from the store. •
Game: Comparison activity. Divide the class into groups. Cut the activity questions into strips and place into a ‘hat’. Have students alternate between asking and answering questions. Point out that some questions are about facts and have a right answer, and some are about opinion and have no right or wrong answer. •
Bring in a few snack food items. Break students into pairs or small groups, and ask students to compare the nutrition labels on the snacks. Ask students to decide which snacks are healthier and explain why. © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - D
Lesson 4
What’s in the Box?
This lesson teaches you how to read nutrition labels and choose healthy foods. Warm-Up
Please copy the note on the board.
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 1
Conversations
Patricia: I’m going to the store after work tonight. Do you need anything? Bob: Yes, can you please get me a tube of toothpaste and some chewing gum? Patricia: Sure. Anything else? Bob: No, that’s it. Thanks!
Katie: What did you bring home from the grocery store? Scott: A loaf of bread and some milk. Katie: How much milk did you get? Scott: A gallon. Katie: Thanks! Now I have enough milk all week for my coffee and cereal! © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 2
Conversations
Alseny: We’re out of dish detergent, honey. Rose: Oh no – I thought you just bought some, didn’t you? Alseny: No, I forgot! Rose: Will you please run out and pick up some detergent? I can’t stand to have dirty dishes in my sink overnight. Alseny: I’m tired. Can it wait until tomorrow morning? Rose: No, I don’t think so. Please get some now, sweetheart. Alseny: Ok, ok. I’ll be back soon. Do we need anything else? What do you need from the store?
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 3
What should you eat
for breakfast?
Compare the cereal ….
Nutrition Facts
Serving Size
1 cup (31g/1.1 oz)
Servings Per Container
About 11
Cereal with
½ Cup
Amount
Vitamins A&D
Per Serving
Cereal
Fat Free Milk
Calories
110
150
Calories from Fat
0
0
% Daily Value**
Total Fat 0g*
0%
0%
Saturated Fat 0g
0%
0%
Cholesterol 0mg
0%
0%
Sodium 220 mg
9%
12%
Potassium 60mg
2%
7%
Total
Carbohydrate 23g
8%
Dietary Fiber < 1g 3%
Sugars 4g
Other Carbohydrate 18g
Protein 6g
10%
3%
Vitamin A
Vitamin C
15%
35%
20%
35%
0
45%
35%
35%
35%
35%
100%
100%
100%
6%
4%
6%
10%
15%
45%
35%
40%
45%
35%
100%
100%
110%
20%
8%
8%
10%
Calcium
Iron
Vitamin E
Thiamin
Riboflavin
Niacin
Vitamin B6
Folic Acid
Vitamin B12
Phosphorus
Magnesium
Zinc
Selenium
* Amount in cereal. One half cup of fat free milk
contributes an additional 40 calories, 65mg
sodium, 6g total carbohydrate (6g sugars), and
4g protein.
** Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher or
lower depending on your calorie needs:
Calories
2,000
2,500
Total Fat
Less than
65g
80g
Sat Fat
Less than
20g
25g
Cholesterol Less than
300mg
300mg
Sodium
Less than
2,400mg 2,400mg
Potassium
3,500mg 3,500mg
Total Carbohydrate
300g
375g
Dietary Fiber
25g
30g
Calories per gram: Fat·9 Carbohydrate·4 Protein·4
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 4
Nutrition Facts
Serving Size 1 doughnut
Servings 1
Calories 200
Fat Cal.
…. and the glazed
doughnut.
100
*Percent Daily Values (DV) are based on a 2,000 Cal
Diet
Amount/Serving
%DV*
Total Fat 11g
Saturated Fat 3g
Cholesterol 5mg
Sodium 115 mg
Total Carb. 23g
Fiber 2g
Sugars 5g
Protein 4g
Vitamin A 0%
Calcium 6%
17%
15%
2%
5%
8%
8%
Vitamin C 2%
Iron 4%
So what do you think?
1.
Which food has more fat, the doughnut or cereal? ____doughnut_______________ 2.
Which food is higher in calories? ____doughnut_______________ 3.
Which food has less calcium? ____doughnut_______________ 4. Which food is healthier to eat for breakfast? ____cereal______________
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 5
Skim Milk vs. Whole? -- Same Nutrition, Less Fat!
Skim Milk
Nutrition Facts
Serving Size 1 cup (236ml)
Servings Per Container 1
Amount Per Serving
Calories 80
Calories from Fat 0
% Daily Value *
Total Fat 0
0%
Saturated Fat 0g
0%
Cholesterol Less than 5 mg 0%
Sodium 120 mg
5%
Total Carbohydrate 11g
4%
Dietary Fiber 0
0%
Sugars 11g
Protein 9g
17%
Vitamin A 10% *
Vitamin C 4%
Calcium 30%*Iron 0%*Vitamin D 25%
Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher
or lower depending on your calorie needs.
Whole Milk
Nutrition Facts
Serving Size 1 cup (236ml)
Servings Per Container 1
Amount Per Serving
Calories 120 Calories from Fat 45
% Daily Value *
Total Fat 5g
Saturated Fat 3g
Cholesterol 20mg
Sodium 120 mg
Total Carbohydrate 11g
Dietary Fiber 0
Sugars 11g
Protein 9g
8%
15%
7%
5%
4%
0%
17%
Vitamin A 10% *
Vitamin C 4%
Calcium 30%*Iron 0%*Vitamin D 25%
Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher
or lower depending on your calorie needs.
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 6
Common ways to make comparisons.
Adjective
+ER
Than
Example
Old Older Older than Young Younger Younger than Big Bigger Bigger than Small Smaller Smaller than Fast Faster Faster than Slow Slower Slower than Good Better Better than Sandy is older than Scott. Sandy is younger than Mike. Texas is bigger than North Carolina. My foot is smaller than your foot. The Camaro is faster than the Corolla. A car is slower than an airplane. This store’s prices are better than that store’s prices. Irregular Comparisons
Worse Worse than More More than Less Less than Bad A migraine is worse than a headache. The beef is more (expensive) than the chicken. The chicken is less (expensive) than the beef. Adapted from AZAR.
More Examples:
1. John is taller than Carla. He’s 6 feet tall. Carla is 5 feet. 2. This book is heavier than that book. 3. Irene’s hair is longer than Adrian’s. 4. A bag of potato chips has more calories than an apple. © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 7
Practice
1.
What is brighter, the sun or the moon? _____the sun_______________________________ 2.
Who is older, your mother or your father? ___________________________________________ 3.
What is healthier, potato chips or fruit? ______fruit_________________________________ 4.
What is colder, ice or water? ______ice__________________________________ 5.
What is hotter, coffee or iced tea? ______coffee_______________________________ © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 8
More Comparisons (superlatives)
Adjective
Small Big Tall Short Hungry Good Comparison
(+ER)
Smaller Bigger Taller Final Comparison
(+EST)
Smallest Biggest Tallest Shorter Shortest Hungrier Hungriest Better Best Example
Raisins are the smallest fruit. Watermelon is the biggest fruit. Your daughter is the tallest girl in the class. Your son is the shortest boy in the class. Paul is the hungriest person in the restaurant. Spinach is one of the best vegetables to eat. Irregulars
Bad Worse Worst More Less Most Least French fries are one of the worst vegetables to eat. What fruit do you like the most? What vegetable do you like the least? More Examples:
1. I’m the oldest in my family. 2. She is the nicest person I know. 3. This is the worst movie I have ever seen! 4. This brand of cereal has the most calcium. © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 9
Practice
1.
Where’s the best place to eat in this town? __________________________________________________________________ 2.
Who is the prettiest person you know? __________________________________________________________________ 3.
Who is the smartest person you know? __________________________________________________________________ 4.
What’s the best movie you’ve ever seen? __________________________________________________________________ 5.
Who is the best doctor in town? ______________________________________________ © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 10
Activity
What do you like better, meat or fish?
Which music do you like better, rock and roll, or jazz?
Which sport do you like better, swimming or soccer?
Which month is first, January or February?
Which is better for you to eat, french fries or a salad?
Which is healthier to drink, water or cola?
Which number is smaller, 170 or 120?
Which word is longer, grape or pear?
Which do you like better, singing or dancing?
Which food is more expensive, green bell peppers or red bell peppers?
Which fruit is smaller, a grape or an orange?
What is spicier, a jalapeño pepper or a habanero pepper?
What’s bigger, garlic, or eggplant?
What’s harder, a ripe avocado or an unripe avocado?
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
Instructor Lesson 4 - 11
Lesson 5
Let’s Go to the Store
This lesson teaches students about grocery shopping. It provides Information on food discounts. CASAS Competencies:
1.1.6 Count, convert, and use coins and currency, and recognize symbols such as ($) and (.) 1.3.8 Identify common food items 1.2.1 Interpret advertisements, labels, charts, and price tags in selecting goods and services 1.2.3 Compute discounts 1.3.5 Use coupons to purchase goods and services 0.2.2 Complete a personal information form
Learning Objectives:
1. Learn how to save money at the store. 2. Learn how to make requests. Materials Needed:
•
Coupons (optional) •
Circulars (optional) •
Oxford Picture Dictionary, “The Market” (black cover) “Shopping at the Supermarket” (red cover) (optional) © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 5 - A
I.
Warm-up
Note on board: Sometimes when I go to the grocery store I like to make a list of what I need. Right now I need eggs, bread, milk, cereal, cheese, bananas, lettuce, and tomatoes. What do you need from the store right now? Do you like to make lists when you shop? Where do you shop? How often do you shop? Is shopping for food different here than in your country? Ask students to break into groups and talk about where they like to shop, how often, and how shopping is different here. After they have had a few minutes to chat, find out where students like to shop. Ask them why they like to shop there (ie, prices, convenience, quality of food etc.). If possible, write the food items listed in the warm‐up (or any food vocabulary that’s been presented in class already) on the board before class begins. Ask them to fill in the ‘unit.’ Below are examples of what you might list on the board. A _carton ___________ of eggs (example) A ___________________ of bread (loaf) A ___________________ of milk (gallon, half gallon, pint etc.) A __________________ of cereal (box) A ___________________ of cheese (block, or ½ pound, etc.) A ___________________ of bananas (bunch) A ___________________ of lettuce (head, bag) _____________________ tomatoes (number of or weight) Ask one or two students to write 5 or so items that they need from the store on the board. Ask students as a group to name the unit of each item. Write their responses, or © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 5 - B
let them come to the board and write them. Form questions using the items listed, for example, “How much milk do you need?” “I need a gallon.” or “How many eggs should I buy?” We need a dozen eggs/We need a carton.” Ask students as a group to respond to the questions. II.
Worksheet and Role Play
•
Worksheet: Read the dialogue and practice pronunciation. Clarify any unknown vocabulary. •
Role Play: Ask students to practice the dialogue. Each section can be its own separate role play interaction. After students have practiced, ask volunteers to come to the front of the room. Ask them to role play each interaction without the worksheet if possible (Griselda asking Alan what’s needed from the store; Griselda communicating with the produce clerk etc.). The instructor may want to play one role for each interaction, depending on the level of the students. III.
Saving Money – Discount Cards, Circulars,
Coupons, and Unit Pricing
This part of class will help students learn 4 ways to save money at the store: Start off by asking them how they save money when they shop. You can do this as a group exercise, or as a game – make teams and ask students to write as many ideas as they can think of in a set time period (for example, one minute). See which team comes up with the most ideas. What is/are the best ideas in their opinion? Here are 4 possible responses that are presented in the lesson: 1. Discount Cards (MVP, VIC card etc.) 2. Coupons 3. Flyers (also known as circulars) to see what’s on sale 4. Unit pricing © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 5 - C
•
Other possible responses are: make a list and stick to it; don’t shop when you’re hungry; don’t shop at convenience stores; buy store brands; buy extra if something is on sale and you can use it before it expires; leave kids at home if possible when you shop –you don’t need to respond to their requests to buy certain products. Review the 4 ideas for saving that are presented in the lesson. Explain vocabulary if necessary. Show them examples of coupons and circulars. •
Flyers/Circulars: Flyers show what food is on sale at the grocery store. They are usually by the shopping carts. Explain what dollar signs and cent signs mean if needed. Explain abbreviations such as lb, pkg, and ea. •
Coupons: Ask if students use coupons. If so, where do they get them? Coupons are found in the Sunday newspaper. They come in the mail sometimes. The internet also has coupons (for example, if you visit a product site). Sometimes grocery stores will double or triple the value of the coupon. The coupon is worthless after the expiration date. Explain the verb ‘clip’. •
Discount Cards: Many stores give shoppers a plastic card that will give them discounts on certain products when they shop (MVP, VIC etc cards). The products on sale will be clearly marked in the store, and change frequently. Discount cards have an electronic barcode, so the store will have a record of the customer’s shopping habits. Shoppers can request a discount card. They should ask the cashier for an application, or the customer service desk/store office at the front of the store. A practice application is attached to complete. •
Price per Unit: To get the most for the money, it’s important to compare the price and amount (quantity) of similar products. Unit prices are usually marked on the price sign. Explain special vocabulary like “organic,” “fat free,” “vegetarian” “low fat” etc. as needed. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 5 - D
•
Practice a role play where students ask for a preferred customer card application. One person can be the customer service representative, the other can be the customer. You can create the dialogue on the board as a class, or have pairs work together. Higher level classes can practice spontaneous dialogue. •
You want to prepare a special meal for someone close to you. Using the flyer in the lesson, plan a meal. Tell your classmates about the meal. •
Plan a week’s worth of healthy meals using the flyer. •
Clip food coupons or ‘create’ coupons. Let students draw a limited number of coupons from a basket and plan a meal using those items. You may get some silly meals! •
Expand on the “A Trip to the Grocery Store” dialogue, and teach directions. (Where is, where are, I’m looking for, etc./on the left, on the right, up top, down below/down the aisle, up the aisle, around the corner). Practice requesting items and answering with directions. •
You are in the grocery store. You need to find cilantro, and you need to order a birthday cake from the bakery. Write a short role play. There should be at least two parts: a clerk and a customer. Practice the conversation with your partner. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 5 - E
Lesson 5
Let’s Go to the Store
This lesson teaches you about grocery shopping. You’ll learn how to save money at the store. Warm-Up
Please copy the note on the board.
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 1
A trip to the grocery store
At home…
Griselda: I’m going to the grocery store after work. Do you want me to pick up anything special? Alan: I need stuff to make sandwiches for lunch. Griselda: Ok, I’ll buy some lunch meat. I’ll get some fruit too. Later, at the store in the produce department….
Griselda: Excuse me, I’m looking for mangos. Can you tell me where they are? Produce Clerk: Uh, let me see. I think they’re over here. Here they are. Griselda: Thanks! © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 2
Later, in the deli department…..
Deli Clerk: Can I help you? Griselda: Yes, I’d like a ½ pound of turkey breast please. Deli Clerk: How would you like that sliced? Griselda: Very thin. Deli Clerk: Here you are! Griselda: Thanks! Later, at the cashier…..
Cashier: Do you have your MVP card? Griselda: Yes, here it is. I have some coupons too. Cashier: Your total is $45.23. Griselda: Here you go. Cashier: Out of $50. Here’s your change. Have a nice day! Griselda: You too! © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 3
Ways to save money at the grocery store!
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 4
Flyer
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 5
More ways to save money at the grocery
store!
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 6
More ways to save money at the grocery
store!
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 7
More ways to save money at the grocery
store!
Price per Unit
Example: Your favorite shampoo is sold in two different sizes. 12 ounces
20 ounces
The cost for a small bottle of shampoo is $2.50. The cost for a large bottle of shampoo is $3.50. Which bottle saves you more money?
For instructors only… (Small shampoo = 20.8 cents per ounce 2.50/12=.208 Large shampoo= 17.5 cents per ounce) 3.50/20=.175 Look for the price tags in the grocery store that tell you the ‘unit price’!
Silky Shampoo
$2.50/12 ounces Silky Shampoo
$3.50/20 ounces
price per oz .21 price per oz .18 © 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 8
Practice
Flyer:
1. How much are Red Delicious Apples with an MVP card?__($1.19/lb)_____ 2. How much are they without an MVP card? ___($1.49/lb)_______ 3. How much are variety color bell peppers with an MPV card? ($3.49/lb (in yellow star/cucumber ad) 4. How much is Cedar’s Hummus? _____($1.79) ___________________ 5. How much is a package of Fresh Express Romaine Salad with an MVP card? _($2.50) (Explain that even though the sale is 2 for $5.00, they don’t have to buy two packages to get the discount.)_________________________ Coupons:
1.
When does the coupon for the raisins expire? _(October 31, 2002)______ 2.
How much money will you save if you buy Centrum vitamins? ______(75 cents)__________________________________________ 3.
What is the expiration date for the Centrum coupon? ______ (October 31, 2002)__________________________________________
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 9
© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved. Instructor Lesson 5 - 10
Lesson 6
The Market
This lesson teaches students additional information about grocery shopping. It provides information about public nutrition programs. CASAS Competencies:
1.3.8 Identify common food items 1.6.4 Check sales receipts 7.2.3 Make comparisons, differentiating among, sorting, and classifying items, information, or ide Learning Objectives:
1. Learn how to communicate politely. 2. Learn about public nutrition programs. Materials Needed:
•
Local telephone book •
Markers for Bingo (coins, paper markers, dried beans, etc.) •
Bag, basket, or box top for bingo pieces (optional) •
Bingo prizes (if available) •
Oxford Picture Dictionary, “The Market”; “Weather” and “The Calendar” (optional) © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - A
I.
Warm-Up
It’s getting cold outside! Our seasons are changing. Many of the trees in Wilmington stay green all year. In other places, like the mountains, the leaves on the trees change colors. We have four seasons here. How many seasons does your country have? What is your favorite season? Write the note above on the board and ask students to copy it (adapt the warm‐up as needed to your area/season). Ask students to break into groups and talk about seasons in their country – how many, how long, describe the season etc. After they’ve had a chance to talk, ask them as a group to briefly tell you about seasons: ‐
How many countries (represented by students in class) share similar climates/seasons? ‐
Review the names of the four seasons here and what distinguishes them (for example, fall – leaves change colors, it becomes cooler, school starts etc.). Write the following comparison review on the board while students are talking and ask them to fill in the correct comparative word after they finish their group work. Include the adjective clues in parentheses if needed according to the class level. Spring is ________________ than winter. (warm) Summer is _________________ than spring. (hot) Fall is ______________ than summer. (cold) Winter is the ____________________ season. (cold) Make up a sentence about the seasons in your country. Make a comparison. © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - B
II.
Worksheets
Complete the worksheets and dictation. Use the photographs page to practice making polite requests. Ask students to describe what’s happening in the photos. Break into pairs, create dialogues, and present to class. •
Make the connection between the warm‐up activity on seasons and the fact that Farmer’s Markets sell seasonal produce cheaply. •
On the Farmer’s Market worksheet: teach/review vocabulary: never, sometimes, often, always •
Talk about where the closest farmer’s market is in your town •
Mention that paying in cash is more common for markets, while you can use checks, credit etc. in grocery stores •
Mention that bargaining is uncommon in our culture, while it is typical to bargain at markets in other countries. Point out that ‘bargain’ is both a noun and verb. •
Mention that buying in bulk can save money only if you need that much. (5 pounds of tomatoes for 5 dollars. – save 50 cents – ie., is it worth it if some of it spoils?) III.
Bingo
Cut words from the attached vocabulary sheet to make bingo ‘pieces.’ Ask students to prepare their bingo cards by randomly filling in vocabulary from the Bingo vocabulary sheet. Place the vocabulary pieces in a container or spread on a table. One student can volunteer to be the ‘caller’ for each game or the instructor can call out vocabulary. Pick and read the words one at a time. The first student to get 5 words in a row says, “Bingo!” and wins. The winner should read back the words that he/she has marked to make sure the card is a winner. Award small prizes if available to the winners. © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - C
•
You are at the farmer’s market. You need to buy ingredients to make vegetable soup. Ask the clerk about prices and tell the clerk how much of each vegetable you need. There should be at least two parts: a clerk and a customer. Practice the conversation with your partner. •
Take a trip to your local farmer’s market. Buy ingredients to make a snack or meal together (for example, fruit salad). Give students the recipe. •
“Name the Differences” worksheets. Pair students. One student receives the “Scott’s” picture, and one student receives the “Sandy’s” picture. Make sure the students don’t see each other’s picture. Students need to communicate to figure out the differences between the pictures. You can make this more challenging by asking students to sit back‐to‐back for this exercise. After students have finished, ask them to list the differences. Did they find them all?! You’ll need to make photocopies of these pages from the instructor’s lesson plan since they’re not included in the student lesson. .
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - D
Lesson 6
The Market
This lesson has information about food markets. Warm-Up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 1
The Farmer’s Market
Do you like to shop at farmer’s markets? Farmer’s markets sell
seasonal produce. Sometimes they will sell other items too.
Often they have lower prices than the grocery store. Where is
the closest farmer’s market?
At the Farmer’s Market
Adrian: How much do the tomatoes cost? Clerk: They’re $1.10 per pound. Five dollars for 5 pounds. Adrian: Ok, I’ll take five pounds. Clerk: We also have some beautiful corn, just picked this morning. A dozen for $3.00. Would you like some? Adrian: No thanks, just the tomatoes. © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 2
Receipt:
Holden Brothers
Farm Market
Shallotte, NC
Date 10.13.’02
Tomatoes
Peppers
Black Beans
TX Produce
Total:
CASH
CHANGE
Clerk 2
Time 11:58
Sun
5lbs
.75lbs
1.25lbs
$5.00
$1.57
$0.63
$0.14
$7.34
$10.00
$2.66
No. 405220
1. How much money did Adrian save by buying 5 pounds of tomatoes? ___50 cents___________ 2. What else did Adrian buy? ____peppers, black beans______ 3. How much tax did he pay? ______14 cents ___________ © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 3
Polite Ways to Communicate
To ask politely for something, use:
• May or Can (May I…, Can I…) To offer something or to respond to an offer, use:
Would _(you)_ like… (you, he, she, they) • Yes, _(I)______ would like (I, he, she, we, they) • No, __(I)_____ wouldn’t like Examples:
1. May I have a ½ pound of Swiss cheese please? How thin would
you
like it sliced?
2. Can I borrow your pen please? Sure.
3. Would you like more juice? Yes, please.
4. Can I help you? Yes, I would like 6 ears of corn please.
5. Would you like an appointment on Tuesday or Wednesday?
Tuesday is more convenient.
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 4
Practice
Choose “may/can” or “would”
1. _May__________________ I have a job application please? 2. __Would ________________ you like some tomatoes? 3. __May_______________ I speak with the manager please? 4. __Would _____________ you like to go to the park today? 5. Yes, I __would _____________ like to see a movie tonight. © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 5
Practice
What’s happening in these pictures? Who are the people
in the photos and what are they saying?
1.
2.
3.
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 6
Dictation
Strawberry Salad 4 cups Green Leaf Lettuce, washed and torn 1 cup Strawberries, cut in half ¼ cup Walnuts, chopped ¼ cup Cheese (blue cheese or feta) Salad Dressing (vinaigrette) Combine ingredients. Toss. Top with salad dressing immediately before serving. Listen to your teacher. (Instructor: Read the
following dictation.)
Setting: At the Farmer’s Market (Instructor: write on the board) Sofia wants to make a really fresh salad. Sofia: How much is the lettuce? Seller: It’s $1.00 per head. Sofia: Ok, I’d like two heads. How much are the strawberries? Seller: They’re 79 cents per pint. Sofia: I’d like one pint please. Make sure they’re ripe. Seller: What else? Sofia: Do you sell nuts? Of course. We have pecans and walnuts. 2 dollars per pound. Sofia: I’d like ½ pound of walnuts please. That’s it. How much did Sofia spend at the Farmer’s Market? ($3.79) © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 7
Services
Do you know anyone who doesn’t have enough money to buy
nutritious food?
Food Stamps ‐ The Food Stamp Program provides help to people who don’t have much money so they can buy nutritious food. The food stamp program will give the participant a plastic card that looks like a credit card. He/she can use the card to buy food to improve his/her diet. He/she can only use the card for nutritious food. To receive help, the person needs to be a resident‐alien or citizen of the United States. He/she also needs to have a low income (for example, about $900 a month or less for one person). If you know someone who needs help, tell them to call or visit their county’s Department of Social Services. The phone number and address for your county’s Department of Social Services is in the phone book, in the white pages. Look up your county name, and find “social services.” For more information on the internet, go to: www.fns.usda.gov/fsp. © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 8
You can
find the
number
in your
phone book.
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 9
Services
Do you know any women who are pregnant or who recently
gave birth?
WIC (Women, Infants and Children) – WIC is a program that provides food, nutrition counseling, and health referrals for women who are pregnant or who recently gave birth, and for infants and children. Women do not need citizenship status to receive services, but they must have a financial need. If you know someone who would like WIC, tell them to call or visit their county’s Health Department. The phone number and address for your county’s Health Department is in the phone book, in the white pages. Look up your county name, and find “Health Department.” Look for WIC/Nutrition. In North Carolina, you may also call the North Carolina Family Health and Child Care Resource Line, 1‐800‐FOR‐BABY (1‐800‐367‐2229) to find out the location of the closest WIC office. It is a free call and there are bilingual operators (Spanish). This number only serves the people who live in North Carolina. For more information on the internet, go to: (www.fns.usda.gov/wic) © 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 10
You can find the
number in your
phone book.
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 11
BINGO
Game 1
Game 2
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 12
Bingo Vocabulary (cut into pieces for the bingo game)
Shopping cart
Shrimp
Salmon
Aisle
Beans
Jar
Shopping basket
Rice
Bag
Manager
Yogurt
Cheddar cheese
Cash register
Eggs
Package
Line
Milk
Wheat bread
Plastic bag
Beverages
Pork
Rotten
Flour
Tube
Lemons
Roll
Frozen vegetables
Nuts
Oil
Onion
Lime
Coffee
Carton
Ripe
Plastic Wrap
Yams
Oranges
Aluminum foil
Can
Squash
Bottle
Spinach
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 13
Name the Differences! (Answers)
1.
Market name (Sandy’s/Scott’s) 2.
Bin contents (various vegetables vs. various fruits) 3.
Bin signs (different prices and type of produce) 4.
Sign on the display (fresh veggies/fresh fruits) 5.
Scale location (right/left) 6.
Floor pattern
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 14
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 - 15
© 2006 Sandra J. Diehl. All rights reserved
Instructor Lesson 6 -16
Lesson 7
Home Cooking
This lesson teaches students about following recipes and preparing food at home. CASAS Competencies:
1.1.1 Interpret recipes 1.1.5 Interpret temperatures 8.2.1 Recognize and/or demonstrate meal and snack preparation activities
Learning Objectives:
1. Learn how to follow and adapt recipes. 2. Learn how to have a healthy kitchen. Materials Needed:
•
•
•
•
Measuring cups and spoons Pot, bowl, beater, peeler, grater etc. (optional) Recipe and ingredients to prepare it (optional) Oxford Picture Dictionary, “Food Preparation,” “Kitchen Utensils,” “Cooking a Meal” (red cover) (optional) © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - A
I.
Warm-Up
Note on board: Some people say that “cooking is the way to a man’s heart.” Do you agree? What is the most special meal that someone has ever prepared for you? What did they prepare? If you could cook a special meal for your family or a friend, what would you make? Do you know how to cook? If you cook, do you like to follow recipes, or do you “wing it”? Clarify the meaning of “wing it” if necessary before students start conversing. Point out that “prepare” and “make” means the same thing. Ask students to break into groups and talk for a few minutes about cooking. Explain the term “home cooking” (ie., southern style food). II.
Worksheets
•
Review worksheet that explains the conditional tense. Use the warm‐up as an example of the conditional tense. Explain how to make contractions with a pronoun and would (eg, I’d, you’d etc.) and their pronunciation. (this exercise is suggested for more advanced classes) •
Explain the recipes. Show the class the measuring cups and measuring spoons if they’re not familiar with this measurement. Ask students if there’s any meal that they would like to know how to make (try to find the recipe for the next class). Ask them if they want to bring a recipe of theirs to the next class to share with others. Explain that some recipes can be prepared in a healthier way. There is a list of substitutions for reference to help students adapt recipes. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - B
•
Teach sequence words (First, next, then, after that, finally). Use one of the recipes to illustrate how to use sequence words to do a task. (e.g., First, you mix together….next you…. Etc.) Ask students to do the same for the other recipe, either orally or in writing. •
Critique the two recipes. Is there any ingredient that can be substituted with a lower‐fat item? (Taco Dip – substitute low‐fat sour cream; substitute another vegetable for olives); (Yogurt Delight – use low‐fat granola). •
Ask students if they already eat any low‐fat items. How do they taste? •
Ask students to convert the Fahrenheit temperatures to Celsius. Poll the students: how many use Fahrenheit temperatures in their native country? How many use Celsius? •
Game: Break into pairs or teams. Find all the verbs in the recipe, or find all the nouns in the recipe. Give teams a limited time. Write the lists on the board. Who has more words? Review meanings if necessary. III.
Tips for a Healthy Kitchen and Healthy Food
Review the Healthy Kitchen worksheet. One way to do this is using the ‘Jigsaw’ technique. Break students into pairs or groups. Ask groups to list ideas. Re‐form the groups, and share ideas for a final list. Ask groups to present their lists. Compare with each other and the list included in the lesson. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - C
•
Ask students to describe a familiar task using sequence words. A hands‐on activity is to try this with origami, either led by the instructor or by a student. For example, you can make a paper crane (http://www.sadako.com/howtofold.html). Simpler origami can be found on the internet too. •
Prepare a simple recipe in class and enjoy! •
Invite someone from your local Cooperative Extension’s “Expanded Food and Nutrition Education Program” (EFNEP) to come to class. (www.reeusda.gov/f4hn/efnep/efnep.htm). Program assistants can come to class and do hands‐on food preparation activities and personalized nutrition evaluation and education, among other things. •
Create a class cookbook using the ‘How do you make your favorite food’ worksheet. •
Game: Break students into two teams. Give each team a copy of the drawing found at the end of the lesson (note: drawing is not included in student lesson – you’ll need to make two copies). Specify a timeframe (eg, 2 minutes). Ask them to: (1) write/name as many verbs as possible that they see in the picture (for example, stir, taste etc.); and (2) identify what occasion is being celebrated (Thanksgiving). After the timed period is over, you may wish to use this as an opportunity to review present progressive verbs. You may also do the same activity using a magazine ad or a photo etc. Have two copies of the same picture available. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - D
Lesson 7
Home Cooking
This lesson teaches you about recipes and preparing food at home. Warm-Up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 1
Present Conditional Tense
Sometimes we want to ask questions about possibilities, dreams, or
desires. We use “could” and “would” when we ask these questions.
Example: If you could have any job, what would it be? I would be a chef.
To ask questions: If Pronoun Could Verb
(I, you, he, she, it, they) Words Question Would Pronoun Verb
Word
(what, where, who etc.) If you could have any job, what would it be? To answer questions: Pronoun
(I, you, he, she, it, they) Would Verb
Words
I would be a chef. Or you can say, “I don’t know!” or “I’m not sure!” © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 2
More Examples:
1. If you could cook a special meal for your family or a friend, what would you make? I would make Turkey and stuffing. 2. If you could go anywhere in the world, where would you go?
I would go to China. 3.If you could learn something new, what would it be?
I would learn how to swim. Ask your classmates
1. If you could change one thing about yourself, what would you change? 2. If you won the lottery, what would you do? 3. If you could meet anyone in the world, who would you like to meet? 4. If you could learn something new, what would it be? © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 3
Recipes
Fruit Smoothie
Combine ½ cup orange juice, 8 strawberries, one banana, and ½ cup vanilla yogurt in a blender. Blend together. Serve cold and enjoy! Taco Dip
Mix together 1 container (16‐ounce) sour cream and several drops of hot sauce. Spread on bottom of pie plate. Cover with shredded lettuce and chopped fresh tomatoes. Top with grated cheese. Decorate the top with green pepper, sliced olives, and fresh chives. Serve with baked tortilla chips. Honey Baked Pears
Place 4 pear halves in a buttered baking dish. Combine the lemon juice (2 Tbsp) with the honey (1/4 c). Pour over the pears. Sprinkle with cinnamon (1/2 tsp) and dot with butter. Bake at 350 degrees for 40 minutes, basting occasionally. Remove from oven and serve immediately. Yogurt Delight
Empty one 8oz container of vanilla yogurt in a bowl. Place slices of fresh fruit on top (any kind you like – banana, apple, melon, orange etc.) Sprinkle with granola and serve immediately. Serves one. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 4
Recipes
Recipes published in the United States use Fahrenheit
oven temperatures.
Oven Temperatures Fahrenheit Celsius
Warm 325° 165° Moderate 350° 175° Moderate 375° 190° Hot 400° 200° Hot 425° 220° Very Hot 450° 230° Very Hot 475° 245° © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 5
Tips for a Healthy Kitchen and
Healthy Food
• Always wash your hands before you prepare food. • Wash your hands after touching raw meat and raw eggs. • Use separate cutting boards and knives for meat and other foods. • Store raw meat on the bottom shelf of the refrigerator. • Make sure that meat is cooked thoroughly. • Defrost food in the refrigerator, not on the counter. • Check the ‘sell by’ date to make sure food is fresh. • Wash towels and washcloths frequently. • Store food at the correct temperature. Look for labels that say, “Refrigerate after opening.” © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 6
Do you want to prepare healthy food? Here
are some ideas!
Substitutions
When a recipe calls for …
Use instead…
egg (1 whole) 2 egg whites or an egg substitute (Egg Beaters) solid shortening (Crisco) margarine or vegetable oil (use slightly less oil) butter soft margarine whole milk 1% or nonfat milk or buttermilk cheese reduced‐fat cheese sour cream low‐fat or nonfat sour cream a buttered pan nonstick vegetable cooking spray (PAM) basting with butter or drippings wine, fruit juice or broth buttered bread crumbs crushed cereal chocolate chips raisins ground beef lean ground turkey breast or soy ground beef (vegetarian) © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 7
Recipes
How do you make your favorite food?
1.
What ingredients do you need?
2.
What utensils do you need? 3.
What are the steps?
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 8
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 7 - 9
Health Care
Objectives: Students will acquire the skills and ability to:
1. More easily navigate the health care system
2. Communicate better and understand more during health care visits
3. Interpret instructions and safety warnings
Health Resources and Referrals
Common resources for health information and resource guides include:
•
•
•
•
•
County or City Health Departments
Community Health Centers
Hospitals
General resource hotlines (for example, dial ‘211’ in many communities for the
United Way’s community services resource directory)
Targeted resource hotlines (for example, for NC residents - the North Carolina
Family Health Resource Line, 1-800-367-2229)
Local health educators from any of these sources can be a wonderful source of printed
health information, can serve as a resource for any ‘hard to answer’ questions that may
arise during class, and may even want to come to class and give a guest talk or health
assessment! They may also be willing to host a field trip to their facility.
Health educators will also be able to direct you to local health and human service
provider resources for your students. You may want to request this information before
teaching these lessons so you have it on hand. Ask for recommendations for primary,
acute, and emergency providers. They may be able to let you know what facilities have
interpreter services and low-cost care.
Your students may want to know more about certain health topics. Invite a guest
speaker! Here are some suggestions for guest speakers:
•
•
•
Invite your local Red Cross or similar organization to give a first aid workshop.
Invite a local health educator to give a talk on a health issue that interests your
students such as diabetes, cardiovascular disease, high blood pressure, HIV/AIDS,
or asthma.
Invite someone from your health department or local emergency services to talk
about car seats and do car seat checks.
Lesson 8
Where do I go?
This lesson helps students locate facilities for emergency, sick care and primary care. CASAS Competencies:
2.5.3 Locate medical and health facilities in the community Learning Objectives:
Students will acquire the skills and ability to: 1. Find a health care provider for emergency and non‐emergency care 2. Recognize the need for emergency care vs. non‐emergency care
Materials needed:
•
Local map (photocopies for students) (Instructor note: Map quest/internet sites, the local phone book, and the Chamber of Commerce are good sources for maps.) •
Local phone book •
Local resource guide of health and human services, if available © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - A
Warm-up
I.
Note on board: Do you know a good place to go for care if you’re sick? Do you ever go to the doctor when you’re not sick? Ask students how they find medical care (for example, word of mouth, recommendation from someone trusted etc.) Name places where they have they found care. Where are these places? What did they think of their experience? Would they recommend the provider to others? Do they seek preventive care? •
Here are 3 recommended ways to find a provider: (1) recommendation from friends and family; (2) A recommendation from someone you trust (3) Phone book or other directory. Students may need to check if a particular provider accepts their insurance before they make an appointment. II.
Where do I go?!
This section teaches students about where health care services are in their community. You can find health care center information in your local phone book in the yellow pages under “Hospitals” (emergency room), and “Physicians” (urgent care and sick/primary care). You may also wish to contact your local hospital, health department, or community health center to get more information on low‐cost care options. •
Use a local map and phone book to locate emergency room(s), urgent care centers, and sick/well care offices. A sample page from a phone book with an urgent care center and a sick/well care center (community health center) listing is included for reference. You may want to use this page for vocabulary building. •
Cost differ greatly between an emergency room visit for a non‐emergency, and a doctors office visit (over $1,000 average for an ER visit, and under $100 for a © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - B
doctors visit). Encourage students to seek care from a doctor’s office/clinic or urgent care center for non‐emergency care when possible so they can save money. III.
What’s an Emergency?
This section helps to clarify when to use the emergency room versus a regular health care provider. Place the scenarios into a ‘hat’ and let students select one and read aloud. Let students (in groups or as a class) respond. Use the optional picture story “Emergency!” to discuss what may happen when treatment is delayed. Teaching idea: Use the ‘Language Experience Approach’ (LEA) to create a story of what’s happening in each picture. Write the story as students tell it to you. Review the story. (Note: this story is also included in Lesson 9 as an extension activity). © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - C
Lesson 8
Where do I go?
This lesson helps students locate facilities for emergency, sick care and primary care. Warm-up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 1
Where should I go for health care?
There are many choices. What are they?
(a doctor’s office, the health department, the community health center, special clinics at hospitals, churches, etc., urgent care centers, emergency departments) There are so many choices! How do I know where to go?
The cost of your visit depends on where you go.
Here are some guidelines….
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 2
Emergency Care
If you are very sick or hurt, go to the Emergency Department. The emergency room is always open. Where are the emergency rooms in your community?
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 3
Urgent Care If you are hurt but it is not life‐threatening, you can also go to an Urgent Care Center. They usually are open late during the day and on weekends. They see patients who are well, and who are hurt. You can ‘walk‐in’ to these centers without an appointment. They cost less than the emergency room. Where are some of the Urgent Care Centers in
your community?
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 4
Sick Care and Wellness Care If you are sick or have a minor injury, but it’s not an emergency, there are other places to go where you’ll wait for less time, and which will be less expensive. You can also go to these offices for check‐ups (or “physicals”), which will help prevent sickness in the future. If you have a regular doctor, call him/her for an appointment. If you’re sick or hurt, they often will see you on the same day you call. If you don’t have a regular doctor, call your local community health center or clinic. They provide low‐cost care and often will see you the same day. Sometimes you can ‘walk‐in’ without an appointment. Another choice in your community may be your health department. Where are the community health centers, clinics, or
health department in your community?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 5
Special Care Sometimes you need special health care. For example, if you are pregnant, or have a toothache, or have special concerns like depression. • If you are pregnant, look for “Obstetrician/Gynecologists” “Family Medicine” or “Certified Nurse Midwives” in the phone book. • Look for ‘dentists’ if you need care for your teeth. • Look for ‘counselors’ or ‘mental health’ if you are depressed. A regular doctor can also help you. Did you Know?!
All health care providers will help a patient even if he or she doesn’t have legal documents. They will not report anyone to immigration. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 6
When should I use the
Emergency Room?
• Labor (childbirth) • Chest pain for 2 minutes or more. • Heavy bleeding or bleeding that won’t stop. • Sudden or severe pain. • Coughing or vomiting blood. • Difficulty breathing. • Sudden dizziness, weakness, or change in vision. • Vomiting or diarrhea that is severe or doesn’t go away. • Change in mental status (for example, confusion, drowsiness) • Loss of consciousness • Poisoning (call your poison control center first) • Major injury • Severe reaction to a bug bite, sting, or medication • Pain or bleeding during pregnancy • Broken bones • Feelings like you want to kill yourself or others Source: American College of Emergency Physicians, www.educatorsmutual.com, and Baltimore County Department of Health (MD). © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 7
When should I go to the doctor or clinic?
•
Ear ache •
Sore throat with fever •
A fever that gets better with Tylenol, etc. •
Sprains and strains of the muscles and joints •
Cough and cold with fever or lasting more than one week •
Flu •
Rash •
Repeated vomiting or diarrhea over several hours •
Stomach pain for several days If the problem doesn’t seem life‐threatening, call your doctor’s office or clinic first for advice. They can tell you whether to come see them or to go to the emergency room. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 8
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 9
Scenarios 1. Sofia is 7 months pregnant. She feels contractions every 10 minutes or so, and has back pain. What should she do? (call her prenatal care provider for advice. If she can’t reach her provider, go to the ED) 2. Daniel has a terrible toothache and he can’t eat. What should he do? (call dentist/go to community health center or clinic.) 3. Touran closed the car door on her finger. The next day it is swollen and black. What should she do? (go to urgent care or call her doctor/clinic for advice on where to go for treatment) 4. Angelina woke up and has hives all over her body that itch. What should she do? (call her doctor/clinic or go to urgent care) 5. Maria’s baby is having trouble breathing (severe). What should she do? (go to the ER) 6. Neela just discovered she is pregnant. What should she do? (call her doctor or clinic, or her local health department) 7. Joseph doesn’t feel well. He has a fever of 101 degrees. What should he do? (self-treat, call doctor if fever doesn’t go down)
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 -10
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 8 - 11
Lesson 9
Emergency!
This lesson teaches about recognizing emergencies and seeking emergency care. CASAS Competencies:
2.1.2 Identify emergency numbers and place emergency calls 0.2.2 Complete a personal information form Learning Objectives:
Students will acquire the skills and ability to: 1. Place a 911 call 2. Communicate important personal information. Materials needed:
•
Local map(s)/photocopies •
Index cards/scissors (optional) •
Phone book to show how to find local emergency numbers (optional) •
Oxford Picture Dictionary, “Medical Emergencies” (optional‐Black Edition only) © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - A
I.
Warm-up
Note on board: Popular TV shows in the US are often set in hospitals. Soap operas, dramas and even comedies have doctors and nurses as characters. Are there any popular TV or radio shows in your country set in a hospital? Does action happen in the emergency room? Ask students to recall any emergency situations that they’ve seen dramatized. If appropriate, ask if they’ve ever been in an emergency situation. II.
Emergencies (911 calls, ambulance service, and advice)
Review the emergency dialogues and conduct role plays. Some helpful information about placing 911 calls is found below. The Oxford Picture Dictionary’s “Medical Emergencies” section has relevant vocabulary about emergency situations and is a nice lead‐in to the 911 dialogues. •
911 can be used for all emergencies (police, fire, and ambulance). •
In communities with ‘enhanced 911’, the dispatcher will automatically know the address and phone number where the call originates from (though this may be different from the victim’s location). If the call comes from a cell phone, the caller will need to provide the address for responders and his/her cell phone number, including area code. •
Dispatchers do not typically know other languages or use translators, but will automatically send an ambulance to an address where they cannot communicate well with the caller (due to emotional distress, language barriers etc.). Some centers in some states have access to interpreters. •
There is a fee for ambulance service (@$250 ‐$1,000). We don’t want to discourage use because of the cost though – use it when needed! •
Information about heart attack and stroke is included for the instructor’s information. In the ‘heart attack’ dialogue, Huong or her father should have called 911 earlier instead of waiting. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - B
III.
Who am I and Where am I?!
This section will help students become familiar with their area and with clearly communicating basic information by phone. •
Emphasize that it’s important to know where you are in case of an emergency, so that you can give a precise address/location for responders. Use a local map to orient students to your area (counties, townships, cities etc.). Mapquest may be a quick, helpful resource (www.mapquest.com) or your local chamber of commerce may also have maps. Other internet sites may also have maps (for example, http://travel.yahoo.com ‐ look for ‘maps’). The local phone book can also be a great resource. Your state travel and tourism office may have free state maps. •
Ask students to complete the information card. The card is designed so students can carry it with them in their wallet. They may wish to laminate or photocopy the card onto a heavy piece of paper, or create a heavier card using the optional index cards and cutting to size (copying the relevant information). The card includes the number for Language Line, LLC, a company that provides translation services. The cost is $4.50/minute (as of 5/04). Providers may already have a contract with Language Line. If they don’t, this number allows credit card billing (Federal law requires that providers who receive Medicaid or Medicare funding provide translation services to their patients (regardless of the patient’s insurance status). The provider should be willing to provide this service to their patients free of charge. •
In pairs or groups, practice pronunciation of home addresses, phone numbers and date of births. Students can use the prompt questions and use current information or fictitious information (for privacy). •
A page from a phone book is included as an example of how emergency and other important numbers are listed. •
A form to list emergency contacts is included for students’ use if desired. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - C
•
Ask students to break into pairs, create their own emergencies, and practice calling 911. Ask students to role play for the class. •
Discuss the signs and symptoms of heart attack and stroke. •
Use the picture story “Emergency!” to discuss what may happen when treatment is delayed. Teaching idea: Use the ‘Language Experience Approach’ (LEA) to create a story of what’s happening in each picture. Write the story as students tell it to you. Review the story (Note: The picture story is also available at the end of lesson 8). © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - D
Lesson 9
Emergency!
This lesson teaches about recognizing emergencies and seeking emergency care. Warm-up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 1
We Need an Ambulance!
If you have an emergency, dial 911. This is a free call from any phone, including pay phones and cell phones. You can call anytime of the day or night, any day of the week. You can call 911 for medical, fire, and police emergencies. Don’t hang up until the dispatcher tells you it’s ok to end the call. Conversation
Paulo just fell from a ladder and is unconscious. His co‐worker Jose sees this happen and quickly calls 911 from his cell phone. 911: Hello, what is your emergency?
Jose: My friend fell off a ladder. He’s unconscious.
911: Where is your friend?
Jose: We’re at 114 Smith Creek Road, we’re building a house here.
911: What is your cell phone number?
Jose: It’s 910‐555‐0168.
911: What is your name?
Jose: It’s Jose Rodriguez Garcia.
911: Is your friend breathing?
Jose: I think so.
911: How old is your friend?
Jose: He is 23, I think.
911: An ambulance is on its way. I will stay on the line with you until it arrives. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 2
arrives.
Conversation
Munsoor is at home with his father. His dad has had pain in his
chest for a few hours and now feels very sick.
911: What is your emergency? Munsoor: My father has chest pains. Please hurry! 911:: What’s your address? Munsoor: It’s 212 Princess Street. 911:: What number are you calling from? Munsoor: It’s 555‐9002. 911:: What is your name? Munsoor: My name is Munsoor Lateef. 911:: Is your father breathing and alert? Munsoor: Yes, but he has had pain in his chest and arm for several hours. It’s hard for him to breathe. I think it may be a heart attack. 911:: How old is your father? Munsoor: He’s 62. 911:: An ambulance is on its way. Please stay on the line with me. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 3
Information for Instructors about
Heart Attack and Stroke
Heart Attack Warning Signs:
• Chest discomfort – in the center of the chest, that lasts for more than a few minutes, or that goes away and comes back (pressure, squeezing, fullness or pain). • Discomfort in other areas of the upper body – one or both arms, the back, neck, jaw, or stomach. • Shortness of Breath – often with the chest discomfort, but can occur before. • Other signs – cold sweat, nausea, or lightheadedness. Stroke Warning Signs:
• Sudden numbness or weakness of the face, arm, or leg, especially on one side of the body • Sudden confusion, trouble speaking, or understanding • Sudden trouble seeing in one or both eyes • Sudden trouble walking, dizziness, loss of balance or coordination • Sudden, severe headache with no known cause. Every second counts with heart attack and stroke! Immediately call 911 if you
see or have any of these symptoms. Not all symptoms occur. New medications
can help reduce disability and save lives, but must be given quickly.
“Don’t delay – get help right away!”
(Source: The American Heart Association, www.americanheart.org)
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 4
When should you call an ambulance?
• The victim’s condition is life‐threatening. • Moving the victim can cause more injury. • Distance or traffic makes it hard to get the victim to the hospital quickly. • The victim needs the special skills of paramedics. Adapted from: http://health.allrefer.com
Drive or take a taxi for other problems.
Look for the blue “H” sign to help you find the
hospital.
Advice during Emergencies
• Do not move anyone who has had a car accident, serious fall, or is found unconscious unless he or she is in immediate danger of more injury. • Do not give the victim anything to eat or drink. • Put a blanket or something warm on the victim. Adapted from the American College of Emergency Physicians.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 5
Who am I and Where am I?!
It’s important to communicate information about yourself and your location if there is an emergency. Information Card – Keep this in your wallet in case of an emergency!
Name: Address: Home Phone: County of residence: Language: Date of Birth Insurance: Emergency Contact: Telephone Translation 1‐800‐528‐5888 (option 3) (Not a free service) Practice pronunciation.
What is your address? What is your telephone number? What county do you live in? What is your date of birth? © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 6
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 7
Tape the following numbers on or near your telephones.
This is helpful for you and anyone visiting your home if you
have an emergency.
To Call for Help Dial 911 – Police, Fire, and Ambulance
911 will ask “What is your emergency?” Phone Address Other important numbers
Emergency Department Doctor Dentist Poison Control Hospital © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 8
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 9 - 9
Lesson 10
At the Emergency Department
This lesson teaches about visiting the emergency department. CASAS Competencies:
3.1.3 Identify and utilize health care services and facilities, including interacting with providers 0.2.2 Complete a personal information form 3.1.1 Describe symptoms of illness, including identifying parts of the body and interpreting doctor’s directions
Learning Objectives:
Students will acquire the skills and ability to: 1. Communicate with emergency care providers and staff. 2. Complete paperwork and understand forms. Materials needed:
•
Oxford Picture Dictionary, “A Hospital” (Black Edition only) and “The Body” (optional) © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - A
I.
Warm-up
Note on board: Have you ever closed a car door on your finger? It hurts! I know somebody who closed the door on her finger, and the next day it was black and she couldn’t move it. She went to the emergency room for help.
•
Ask students to discuss injuries or trips to the emergency room. Have they ever shut their finger in the car door? What did they do? Have they ever been to the emergency room? What do they remember about their experience? II.
“Carlos’ Story”
Read the story and answer the questions. It’s better to call an ambulance in this type of situation. III.
A Trip to the Emergency Room
Read the dialogue. Role play if appropriate. Practice filling out the “problem” card in the lesson either for Mavis or students can choose a fictitious medical problem. Let students know that if possible, they should bring to the emergency room: •
insurance card (if applicable) and personal identification with photo •
information on medical history (including immunizations and allergies) •
any current medications they are taking (either a list of medications or just put the actual medicine in a bag and bring with them. •
the name of their usual doctor (if any) •
for kids, bring a favorite book or toy © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - B
Instructors have requested ‘real life’ forms to use in class. A consent form is included. Review the consent form – use the ‘translation’ that follows to help explain what each section means. The second page of the consent form addresses privacy concerns. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - C
Lesson 10
At the Emergency Department
This lesson teaches about visiting the emergency department. Warm-up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 1
Carlos’ Story
My name is Carlos, and I want to tell you about an emergency. One month ago my child almost died choking on a piece of hot dog. Everything happened very fast. Christopher started choking, and I tried to help him. I tried the ‘Heimlich’ and I tried reaching into his mouth with my finger. Nothing worked, and he started to turn black. We couldn’t get the hot dog out. My wife and I ran to the car to rush him to the emergency room. At first, I couldn’t get the car door open because the handle was broken. We finally got to the hospital. We had to wait a long time. I noticed that my hand was bleeding from trying to open the car door. I needed four stitches. Christopher was ok, but I felt very empty after we got home. The bills have started to come. The visit was very expensive. I don’t understand this country. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 2
1.
What happened to Carlos’ son Christopher? _Christopher choked on a hotdog.
____________________________
2.
What did Carlos do first to help his son? _Carlos tried the heimlich.’________________________________
3. Where did Carlos and his wife take their son for help? _Carlos and his wife took their son to the emergency room._______________
4. Why did Carlos’ hand bleed? _Carlos cut his hand on the broken door handle._____________________
5. Carlos says, “I don’t understand this country.” Why do you think he says that? _______________________________________________
_______________________________________________
If you have a choking emergency, call ‘911’. A paramedic can
help you faster than driving to the emergency room.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 3
Here are some items to bring to the emergency room. Did you know?!
• Before the doctor will see you, you will need to sign a consent form. • Everything is confidential at your visit. No information will be given to anyone outside the hospital without your permission (for example, to your friends, family, or immigration). • The hospital has interpreters or will use a telephone interpretation service to communicate with patients who don’t speak or understand English well. The telephone service translates many different languages. • Hospitals and other health care providers don’t care about citizenship, residency, or immigration status. They do not report patients to immigration. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 4
Mavis Smith has a terrible stomachache. She decides to go to the Emergency Room because the pain is so bad. Her sister Patti drives and stays with her. At the emergency room….
Receptionist: Can I help you? Mavis: Yes, my stomach hurts very badly. Receptionist: Please fill out this card, and a nurse will help you. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 5
With the nurse…
Nurse: Mrs. Smith, I need to take your blood pressure and temperature. Mavis: My stomach really hurts. Next, Mavis goes to the registration desk…
Clerk: Hello Mrs. Smith. I need to take some information from you. I’ll ask you a few questions. Mavis: Ok. Clerk: First, can I see a picture ID and your insurance card? Mavis: Here is my drivers license, I don’t have any insurance. Clerk: Thank you. What is your home address? Mavis: It’s 68 Hummingbird Drive, Wilmington, 28403. Clerk: Thank you. What is your telephone number? Mavis: It’s 555‐8288. Clerk: Ok, what is your date of birth, Mrs. Smith? Mavis: It’s October 10, 1950. Clerk: Do you have any allergies? © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 6
Mavis: Yes, I’m allergic to penicillin. Clerk: Who is your emergency contact? Mavis: My sister, Patti Brinker. Clerk: Her phone number? Mavis: Her number is 555‐4756. Clerk: Who is your employer and what is your job? Mavis: I work for “Henry’s” restaurant as a waitress. Clerk: Thank you Mrs. Smith. Please read and sign this consent form. Mavis reads and signs the form. Clerk: Please wait in the waiting room, and we will call you as soon as we can. Mavis: I hope soon! The Waiting Room
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 7
In the treatment room…
Doctor: Hello Mrs. Smith, I hear that you have a bad stomachache. Mavis: Yes, it started a few hours ago after I ate lunch. It hurts a lot. Doctor: Can you describe the pain? Is it burning or stabbing? Mavis: It’s stabbing. Doctor: Tell me where you feel pain. Mavis: I feel it on my right side, near my ribs. Doctor: How is your appetite? Mavis: It’s good. Doctor: Have you had any diarrhea, constipation, nausea or vomiting? Mavis: No. Doctor: I see your temperature is 101.5 degrees. I’m going to touch your stomach. Tell me if it hurts. The doctor touches Mavis’ stomach. Mavis: Ow. Yes that hurts. Doctor: I think we need to order tests. The nurse will be in to help you. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 8
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 9
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 10
More information about the consent form
CONSENT FOR TREATMENT: The patient is under the care of his/her attending physician(s) and
the undersigned consents to any routine x-ray examination, diagnostic and laboratory procedures, or
other routine medical treatment or service rendered to the patient under the general and special
instructions of the physician(s). The undersigned is aware that the practice of medicine and surgery is
not an exact science and acknowledges that no guarantee or assurance has been made or implied to the
patient as to the result that may be obtained from examination or treatment. The undersigned has been
informed of his/her patient rights and responsibilities.
This means that:
1. You give permission for treatment
2. You understand that it is possible to have bad results, and
3. Someone has told you your rights and responsibilities.
RELEASE OF INFORMATION: The undersigned hereby authorizes the Medical Center to
disclose all or any part of the patient’s medical record or other medical information to any person
or corporation which is or may be liable for all or part of the Medical Center’s charges or having
the responsibility for reviewing such charges, including but not limited to the medical center or
medical service organizations, health maintenance organizations, insurance companies, workers
compensation claims, welfare funds, or peer review organizations. The undersigned agrees to the
copying of all medical record(s) which is/are to be sent to a receiving facility in the event the
undersigned must be transferred to another care provider/facility. The undersigned acknowledges
and consents that medical records, laboratory results, radiology reports and billing information
may be sent electronically or via facsimile to another medical facility or physician office involved
in the care of the patient or responsible for any part of the patient’s charges.
This means that:
1. You give permission for the hospital to give your medical information
to insurance companies or any other organization that will help pay
for the cost of your care
2. You also give permission to photocopy your medical records if you
must go somewhere else for care.
3. You give permission for your medical information to be sent by fax
or electronically.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 10
REQUEST FOR PAYMENT, ASSIGNMENT OF BENEFITS, AND RELEASE OF
INFORMATION FOR MEDICARE/MEDICAID PATIENTS: The undersigned requests
payment of authorized Medicaid/Medicare benefits, if any, for any services furnished to the patient
by or in New Hanover Regional Medical Center, including physician services, and hereby assigns
such benefits otherwise payable directly to the patient, to New Hanover Regional Medical Center or
the physician(s) furnishing such services. The undersigned authorizes New Hanover Regional
Medical Center or such physicians to submit a claim for such services to Medicare/Medicaid. The
undersigned authorizes any holder of medical or other information about the patient to release to
Medicare/Medicaid, or its agents, claims processors or utilization reviewers, any information
needed to determine these benefits or benefits for related services.
This means that:
1. You give permission for Medicaid or Medicare to pay the hospital for
the cost of your medical treatment.
2. You give permission for the hospital to give Medicaid/Medicare your
medical information.
ASSIGNMENT OF INDIVIDUAL BENEFITS: In the event the undersigned is entitled
to medical benefits of any type whatsoever arising out of any policy of insurance insuring
patient or any other party liable to patient, the undersigned authorizes New Hanover
Regional Medical Center or physicians to submit a claim for such services, and benefits are
hereby assigned to the Medical Center for application on the patient(s) bill. It is agreed the
New Hanover Regional Medical Center may receive any such payment and such payment
shall discharge the paying insurance company of any and all obligations under the policy to
the extent of such payment. The undersigned and/or patient are responsible for charges not
covered by the insurance. The undersigned certifies that the patient information contained
on the front of this form that is given by or on behalf of the patient in applying for payment
from all third party payors is correct.
This means that:
1. You give permission for the hospital to ask for your insurance (or
another person’s insurance if they are responsible) to pay the
hospital for the costs of your treatment.
2. You understand that you are responsible for any costs that insurance
doesn’t pay.
3. You have given correct information about your insurance.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 11
FINANCIAL AGREEMENT: The undersigned understands and agrees that the patient and
guarantor are financially responsible to New Hanover Regional Medical Center for charges
for medically necessary services or services requested by or on behalf of the patient if such
services are not covered by the patient(s) hospitalization plan, insurance, or
Medicaid/Medicare. A Financial Assistance application is available to any patient or
responsible party anticipating difficulty financing all or part of the patient(s) Medical Center
bill. The undersigned certifies that he/she has read the foregoing and is the patient or
guarantor of this bill, or is duly authorized by the patient as patient’s general agent to execute
the above and accept its terms. The undersigned hereby agrees that upon discharge of the
patient by New Hanover Regional Medical Center, the undersigned will be responsible for the
patient and will make necessary arrangements to have the patient transferred from the
Medical Center.
This means that:
1. You understand you or the person responsible for your bill (for
example, your spouse or your parents) must pay the treatment costs
not covered by insurance or other payments.
2. You can ask for help (financial assistance) if you have trouble
paying the bill.
3. You will find transportation when you are ready to leave the hospital.
PERSONAL VALUABLES: New Hanover Regional Medical Center recommends that
patients permit the Medical Center to place money and other items of personal property
in the Medical Center safe. The undersigned acknowledges that the patient has been
given an opportunity to place such belongings in the safe and therefore, agrees that the
Medical Center shall not be liable for loss or damage to any such belongings unless it
was deposited with New Hanover Regional Medical Center for placement in the safe.
This means that the hospital has a safe for your money and personal
items and if you choose not to use the safe, that you are responsible if
anything is lost or stolen.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 12
SELF-ADMINISTERED DRUGS: The undersigned understands that Medicare will
not cover drugs that are self-administered, and agrees to pay for self-administered drugs
that are supplied by the Medical Center.
This means that if you have Medicare insurance, that they will not
pay for any medicine that you take yourself (for example, Aspirin
or Tylenol) even if a nurse gives it to you to take.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 10 - 13
Lesson 11
Let’s Schedule an Appointment
This lesson teaches students how to schedule an appointment to see a health care provider. CASAS Competencies:
2.1.1 Use the telephone directory and related publications to locate information
2.1.8 Use the telephone to make and receive routine personal and business calls
2.5.3 Locate medical and health facilities in the community
3.1.2 Identify information necessary to make and keep medical and dental appointments Learning Objectives:
Students will acquire the skills and ability to: 1. Make an appointment 2. Request their right to an interpreter Materials needed:
•
Local phone book © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - A
I.
Warm-up
Note on board: How often do you call home? Is it expensive to call? How often do you use the phone to make personal or business calls in English? Is it difficult to make calls in English, or easy? II.
Story
Ask students to look at the three pictures. What do they think is happening? Ask them to create a story. You can write it on the board based on what they say and they can copy it, or they can work in pairs/groups to develop and write their stories. If they work in pairs/groups, you may want to ask one or two groups to write their story on the board or read their story aloud. III.
Conversations
•
Read and practice the dialogues. Role Play. •
You may want to discuss phone etiquette. •
Emphasize that it’s important to be on time to an appointment, or the health care provider may not be able to see the patient and will have to reschedule. Appointments can also be ‘walk‐in’ with some practices. •
Ask students to complete the information card (also found in the “Emergency!” lesson). The card is designed so students can carry it with them in their wallet. They may wish to laminate or photocopy the card onto a heavy piece of paper, or create a heavier card using the optional index cards and cutting to size (copying the relevant information). The card includes the number for Language Line, LLC, a company that provides translation services. The cost is $4.50/minute (as of 5/04). Providers may already have a contract with Language Line. If they don’t, this number allows credit card billing (the provider should be willing to provide this service to their patients free of charge). •
Teach “no appointments necessary” and “walk‐ins welcome” – both phrases are © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - B
included in the phone book sample page. •
“I Don’t Need No Doctor” song by Ray Charles. Review the lyrics. Play the song. Sing along! •
Talk about ways people express pain. For example, in the US we usually say, “Ow!” or “Ouch” or “that hurts”. Do other languages/cultures use different sounds and expressions? •
Look up a local health care provider in the phone book. Create a dialogue for making an appointment and practice the dialogue. •
Instructors ‐ research a local health care practice number with an automated phone tree. Transcribe the ‘path’ to make an appointment, and review in class. After review, ask students to call the number from home and listen along with the transcription. Hang up before a receptionist picks up (students will know when to terminate the call based on your transcription). © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - C
Lesson 11
Let’s Schedule an Appointment
This lesson teaches you how to schedule an appointment to see a health care provider. Warm-up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 1
Story
What do you think is happening in these pictures?
Monday © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 2
Story
Thursday Write the story.
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 3
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 4
What’s Wrong?!
Heide: My finger hurts really badly. It isn’t healing. It’s getting worse. I think I need to go to the doctor. Joy: When did you hurt your finger? Heide: On Monday. I was cutting a pepper. I cut my finger by mistake, very deeply. It hurt so much! It bled a lot too. It still hurts a lot. Joy: Why don’t you see a doctor? Maybe you have an infection. Or maybe you need stitches. Heide: I don’t know. I think it’s going to be expensive. I don’t know where to go. Will they understand me? I don’t speak English very well. Maybe it will hurt more to get stitches than it hurts now. Joy: I can help. I know a good place to go. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 5
1.
What problem does Heide have? Heide cut her finger with a knife.________________________________ 2. Why is Heide afraid to go to the doctor? She is afraid it will be expensive and that people won’t understand her. She is also afraid that the stiches will hurt.________________________________________ 3. What advice does her friend give to her? Her friend says she should see a doctor.____________________________ © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 6
Making
an appointment Receptionist: Good morning, Magnolia Family Medicine. Heide: Good morning. I would like to make an appointment. Receptionist: Have we seen you here before, or are you a new patient? Heide: I am a new patient. Receptionist: Ok, please tell me your name and your date of birth. Heide: It’s Heide Dobrowski. My birthdate is July 16, 1957. Receptionist: What will we be seeing you for? Heide: I cut my finger a few days ago and I think it’s infected. Receptionist: Alright, can you come in tomorrow at 10am? Heide: I’m working at 10am. I get off at 3pm. Receptionist: We can see you at 4:00. Heide: Great. Thank you. I need an interpreter for my appointment. Receptionist: Ok, what language? Heide: Polish. Receptionist: We have a Spanish interpreter, but not Polish. We can use a telephone interpreter. See you tomorrow. Heide: Thank you, bye. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 7
© 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 8
Did you know?!
You have the right to an interpreter free of charge when you see most doctors. Ask for one while you’re making your appointment – let the receptionist know what language you speak. The office pays for this service. You may receive: 1. Interpretation using the phone – your doctor will talk to an interpreter on the phone, and then you will listen to the interpreter. 2. In-person interpretation – a trained Interpreter will be with you at your appointment. The phone number for the “Language Line” is: 1-800-528-5888, option 3. Your doctor may know about it. If not, ask them to call this number if they don’t have an employee to translate for you. If your health care provider can’t provide interpretation, try to bring an adult friend or your spouse with you to help understand your doctor. © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 9
It’s important to provide information about yourself for medical care. The Language Line telephone translation number is on this card. Show it to your doctor if they need the phone number. Information Card – Keep this in your wallet!
Name: Address: Home Phone: County of residence: Language: Date of Birth Insurance: Emergency Contact: Telephone Translation 1‐800‐528‐5888 (option 3) (Not a free service) Language Line, LLC © 2006 Sandra J. Diehl. All rights reserved. Instructor Lesson 11 - 10
“I Don’t Need No Doctor” CLOZE
Ray Charles
I don’t need no _______________________ ‘Cause I know what’s ailing me I don’t need no doctor, no, no ‘Cause I know what’s _________________ me I don’t need no doctor For my hope ________________ is gone
(I don’t need no doctor) (I don’t need no doctor) I’ve been ________________ from my baby, ahh! I’m coming down with a misery (I don’t need no doctor) (I don’t need no doctor) I don’t need no doctor, no, no Wahh! my hope to live is gone (I don’t need no doctor) (I don’t need no doctor) I don’t need no doctor for my __________________________ to be filled (I don’t need no doctor) (I don’t need no doctor) All I need is my baby Baby, Please! Won’t you please come on home (I don’t need no doctor) You know what I’m talkin’ about? (I don’t need no doctor) I don’t need no doctor, I tell ya now for my prescription to be filled (I don’t need no doctor) (I don’t need no doctor) Only my baby’s arms, Could ever take away this _________________ (I don’t need no doctor) (I don’t need no doctor) Now the doctor say ______________________ (hey hey) Before I need her tenderness (hmmm hmm) Put me on the critical list (hey hey) When all I need is her sweet kiss (hmmm hmm) He gave me a ______________________ lotion But it didn’t soothe (It didn’t soothe) My emotion (I don’t need no doctor) (I don’t need no doctor) © 2006 Sandra J. Diehl. All rights reserved. I don’t need no mattress (?) (I don’t need no doctor) I don’t need no _________________ (I don’t need no doctor) I say, I don’t need, no ________________________________ (I don’t need no doctor) I don’t need no lotion (I don’t need no doctor) I say, I don’t need, no ________________________________ (I don’t need no doctor) Transcribed by Todd Peach [email protected] http://www.thepeaches.com/music/ Source: http://www.thepeaches.com/music/raycharles/IDontNeed
NoDoctor.txt Instructor Lesson 11 - 11
“I Don’t Need No Doctor” (Answers)
Ray Charles
I don’t need no doctor ‘Cause I know what’s ailing me I don’t need no doctor, no, no ‘Cause I know what’s ailing me I don’t need no doctor For my hope to live is gone (I don’t need no doctor) (I don’t need no doctor) I’ve been too long away from my baby, ahh! I’m coming down with a misery (I don’t need no doctor) (I don’t need no doctor) I don’t need no doctor, no, no Wahh! my hope to live is gone (I don’t need no doctor) (I don’t need no doctor) I don’t need no doctor for my prescription to be filled (I don’t need no doctor) (I don’t need no doctor) All I need is my baby Baby, Please! Won’t you please come on home (I don’t need no doctor) You know what I’m talkin’ about? (I don’t need no doctor) I don’t need no doctor, I tell ya now for my prescription to be filled (I don’t need no doctor) (I don’t need no doctor) Only my baby’s arms, Could ever take away this chill (I don’t need no doctor) (I don’t need no doctor) Now the doctor say I need rest (hey hey) Before I need her tenderness (hmmm hmm) Put me on the critical list (hey hey) When all I need is her sweet kiss (hmmm hmm) He gave me a medicated lotion But it didn’t soothe (It didn’t soothe) My emotion (I don’t need no doctor) (I don’t need no doctor) © 2006 Sandra J. Diehl. All rights reserved. I don’t need no mattress (?) (I don’t need no doctor) I don’t need no lotion (I don’t need no doctor) I say, I don’t need, no vitamin pills (I don’t need no doctor) I don’t need no lotion (I don’t need no doctor) I say, I don’t need, no vitamin pills (I don’t need no doctor) Transcribed by Todd Peach [email protected] http://www.thepeaches.com/music/ Source: http://www.thepeaches.com/music/raycharles/IDontNeed
NoDoctor.txt Instructor Lesson 11 - 12
Lesson 12
At the Doctor’s Office
This lesson teaches students what to expect at a typical health care visit. CASAS Competencies:
3.1.1 Describe symptoms of illness, include identifying parts of the body, interpret doctor’s directions 3.1.3 Identify and utilize health care services and facilities, including interacting with providers 3.2.1 Fill out medical health history forms Learning Objectives:
Students will acquire the skills and ability to: 1. Prepare for a health care visit 2. Request help to complete typical health forms 3. Communicate concerns with a health care provider Materials needed:
•
Local community/health resource guide •
Markers for Bingo (coins, paper markers, etc.) •
Bag or basket for Bingo (optional) •
Bingo prizes (if available) •
Oxford Picture Dictionary (any of the following): “The Body”, “Symptoms and Injuries”, “Illnesses and Medical Conditions”, “Health Care”, “Clinics, Medical and Dental Exams” (Black cover); or “The Body”, “The Face and the Head”, “Aches, Pains, and Injuries”, “Treatments, First Aid and Health Care Items”, “At a Medical Office” (Red cover) (optional) © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
A
•
Thermometer (optional) I.
Warm-up
Note on board: Fill in the blanks: Sophie has to go to the ___________ today for her annual physical. She is a little ___________ because she needs a flu shot. She is afraid of shots. Her son, Christopher, also has an ___________. He will get an ___________. They will both get ___________! The doctor will give Christopher a ___________, which he likes very much. Lucky him! doctor nervous appointment immunization shots lollipop Copy the note on the board and the answers (mix up the order). Ask students to copy and complete the sentences. After you review the correct answers, ask students if they get nervous before getting a shot, etc. etc. This is a good opportunity to review the rule of using “an’ before a vowel and ‘a’ before a consonant. You may also want to lead into the next activity, “Get ready for the Doctor” by asking students if they do anything special to prepare for a health care visit before they see the suggested ideas. II.
A Visit to the Doctor’s Office
•
Read the dialogues. Role play if appropriate. •
Teaching suggestions for the “Don’t Get Lost” section: Emphasize that a complete medical history is very important and that using the same name each time helps ensure that all medical information is kept in the same medical record. Also emphasize that all health care providers will help a patient even if he/she doesn’t have legal documents. They will not report anyone to immigration. Patients are expected to pay for medical treatment, however different options © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
B
exist for patients who have a hard time paying a bill: for example, payment plans, sliding scales, and free or reduced cost care at some facilities. III.
Information Forms
Teach students to ask for help from the medical office staff if needed to complete information forms, ie., “Can you help me with this?” or “I need help with this.” The forms included in this lesson are ‘real life.’ Blank forms and a completed form are included as examples. Review forms if appropriate. You may want to teach/review items like the # symbol, how to write dates, marital status categories etc. IV.
BINGO
Cut words from the attached vocabulary sheet to make bingo ‘pieces.’ Ask students to prepare their bingo cards by randomly filling in vocabulary from their vocabulary sheet (see student lesson for sheet). Place the pieces in a bag, basket, or spread on a table. One student can volunteer to be the ‘caller’ for each game or the instructor can call out vocabulary. Pick and read the words one at a time. The first student to get 5 markers in a row says, “Bingo!” and wins. The winner should read back the words that he/she has marked to make sure the card is a winner. Award small prizes if available to the winners. •
Use the photos at the end of the lesson to review verbs. What is the person(s) in the picture doing? Or use them at the beginning to introduce the lesson. •
Use Kate Singleton’s picture story, “A Doctor’s Appointment” to discuss the challenges of communication with health care providers. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
C
•
Ask students to role play going to the doctor. They can choose a health problem (or have problems prepared that can be pulled from a hat.) For example, “You have a high fever and feel bad. What do you say to the doctor?” “You have very bad headaches once or twice a month. What do you say to the doctor?” One student can play the doctor and one can play the patient. •
Ask students to make a collage using magazine cut‐outs and glue, or draw a picture that expresses how they feel about health/illness, or an experience they’ve had with the doctor or health care provider. Or, ask them to draw a picture or create a collage that expresses alternative therapies traditional to their culture (for example, curanderismo or Chinese medicine). You may want to incorporate this excerpt from the poem, “Curandera” by Pat Mora. “Her days are slow, days of grinding dried snake into powder, of crushing wild bees to mix with white wine. And the townspeople come, hoping to be touched by her ointments, her hands, her prayers, her eyes. She listens to their stories, and she listens to the desert, always to the desert.” •
Teach students how to read a thermometer. Information is included at the end of the lesson. (Note: students do not have copies of this information in their lesson. You’ll need to make copies if you’d like to teach this information) •
Write about a visit to the doctor. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
D
Lesson 12
At the Doctor’s Office
This lesson teaches students what to expect at a typical health care visit. Warm-up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
1
Do you do anything special to get ready for a
visit to the doctor?
Get ready!
• Call before your appointment to ask for an interpreter. • Bring your medicines (including non‐prescription and herbal medicines). •
Think of questions or concerns you want to talk about. Ask them at your visit. • Be ready to tell the doctor any symptoms you have, and for how long you’ve had the symptoms. • Bring a friend or family member with you to help you remember information. • Bring identification and your insurance card if you have one. • Arrive on time. Sometimes the doctor will need to reschedule your appointment if you are more than 15 minutes late. •
Be prepared to pay for your visit at the time of your visit. Offices usually accept cash, credit cards, or personal checks. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
2
A Visit to the Doctor’s Office
Registration and Check-In
Patient Name
John Poblete
Time arrived
2:10
Receptionist: Hello. Mr. Poblete: Hi, I have a 2:15 appointment. Receptionist: Your name? Mr. Poblete: John Poblete. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
3
Receptionist: What doctor are you here to see? Mr. Poblete: Dr. Rosen. Receptionist: Has any of your personal information changed since last year? Mr. Poblete: Yes, I have a new phone number. It’s 910‐555‐2428. Receptionist: Thanks. Please have a seat and we’ll call you when the doctor’s ready. If you are a new patient, the receptionist will ask you to fill out information forms. If you can’t understand the forms, ask for help: “I need help completing these forms.” or “Is there an interpreter who can help me with these forms?” © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
4
The appointment
Nurse: Mr. Poblete? Mr. Poblete walks from the waiting room to the exam room. Nurse: Hello Mr. Poblete. How are you? You’re here because you have back pain? Mr. Poblete: Yes, it comes and goes. Nurse: Ok. Let’s weigh you and take your temperature, pulse and blood pressure. Nurse weighs Mr. Poblete and takes his pulse and blood pressure. Your temperature is normal, your weight is 150 pounds, your pulse is 60, and your BP is 120/80. That’s great! The doctor will be in shortly. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
5
A few minutes later…
Dr. Rosen: Hello Mr. Poblete! How are you today? Mr. Poblete: Fine, thanks. Dr. Rosen: I’m going to listen to your heart first. So you’re here for back pain? Mr. Poblete: Yes. Dr. Rosen: Describe your back pain. Mr. Poblete: My lower back hurts here. Dr. Rosen: Does it hurt all the time? Mr. Poblete: No, sometimes in the morning, and sometimes during work. I work as a landscaper and it hurts to bend over sometimes. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
6
Dr. Rosen: Do you have pain anywhere else? Mr. Poblete: No, I don’t. Dr. Rosen: Ok, put heat on your back twice a day. Please fill this prescription. I’ll ask the nurse to give you some sheets with exercises that will help you stretch and strengthen your back. Mr. Poblete: Thanks. I have a question. What should I do if it gets worse? Dr. Rosen: If it gets worse, you may need a different medicine or a different treatment. Call the office, and we’ll schedule another appointment. Check out
Mr. Santiago: Here is your bill for today. You don’t need a follow‐up appointment. Please call our office if you have any questions. Mr. Poblete pays with his Visa card. Mr. Poblete: Thanks, bye!
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
7
Paying for the Doctor
A visit to the doctor can be expensive. There are ways to make it less expensive if you have a low income. 1.
Sliding scale 2.
Payment plan 3.
Special health insurance if you qualify (Medicaid, Health Check etc.) Talk with someone in the doctor’s office to find out if you can get assistance. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
8
Ms. Gopal Goes to the Doctor
Dr. Stiles: Good morning, Ms. Gopal. And this is your daughter, Ekta? Ms. Gopal: Hello. Yes, this is my daughter. She has trouble breathing. She has a cold. Dr. Stiles: Ok, let’s examine your daughter. How long has she had congestion? Ms. Gopal: I think about 2 days. Dr. Stiles: I see her temperature is a little high. Did you take her temperature at home? Ms. Gopal: Yes, yesterday it was 99.9 and the day before it was 99.5. Dr. Stiles: Ok, I’m going to listen to her heart and lungs and look into her ears……It looks like Ekta has a cold. Here is a list of safe medicines for her that you can buy at the drug store. If she isn’t better in two days or if she gets worse please call us. Ms. Gopal: Thank you.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
9
Katrina goes to the Certified Nurse Midwife
For prenatal care
Mary: Hello Katrina! How are you feeling today? Katrina: I’m fine thanks. I’m a little tired. Mary: That’s normal for early pregnancy. Try to take it easy. You’ll feel better. Are you having any problems? Katrina: Well, I have been feeling sick a lot. Mary: Try to eat crackers or almonds. Ginger ale is good to drink. Have you had any bleeding or discharge? Katrina: No, I haven’t. Mary: Great. I’ll see you next month. Katrina: Thanks. I’ll see you later. Magnolia Family Practice
Your next appointment is scheduled for:
Name: __Katrina Federov______________
Date: __Feb. 11________________
Time: __1:30pm________________
Please give 24 hours notice for cancellations.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
10
Six Months Later….
Mary: Hi Katrina! How are you feeling today? Katrina: I’m fine, thanks. Mary: Are you having any problems? Katrina: No, none at all. Mary: Is your baby moving? Katrina: Yes it is! The baby kicks a lot. Sometimes in the middle of the night. It wakes me up! Mary: That’s great. It’s good practice for the future! Have you had any bleeding or discharge? Katrina: No, I haven’t. Mary: Wonderful. Is there anything else? Katrina: Well, my back hurts and my feet are swollen. Mary: That’s very common. Try massage or warm, moist heat, like a washcloth or hot towel on your back. For your feet, try a foot bath with Epsom salt. You can find Epsom salt in the drug store. That will help. Ok, Katrina, I’ll see you in two weeks. Katrina: See you soon! © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
11
The doctor needs information from you! Here are some
common questions if you are sick.
When did your symptoms start? Does anything make you feel better or worse? Do you have a fever? Is your fever higher than 102o F? Do you have chills? Do you have a sore throat? Do you have a runny nose? What color is the discharge? Do you have a cough? Are you short of breath? When you cough, do you cough up any phlegm or sputum? What color is the sputum? Does your chest hurt when you take a deep breath? © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
12
Here are some common words to describe symptoms
if you are sick.
I am congested. (also, “stuffed up,” “stuffy” nose) My pain is sharp. My pain is dull. I have a headache. I have a stomachache. My (foot, throat, finger etc.) is swollen. My (foot, throat, finger etc.) is infected. My body aches. I have a sore throat. I have a fever. I am nauseous. (also, “sick to my stomach”) I vomited. I have a cough. I am dizzy. I have chills. I am short of breath. I have diarrhea. I have constipation. I am tired. My sore has pus. It burns. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
13
Mónica Perez Garcia
Mónica
Perezgarcia
Mónica Perez
Mónica Garcia
Mónica Perez-Garcia
Don’t Get Lost!!
The way you write your name the first time is very important because your information is filed under that name. It’s best to use the same name everywhere. Have an identification card with you to help avoid spelling mistakes. Hand your card to the receptionist so he or she can copy your name.
Name: Santiago Gomez Andres (Last) (First) (MI) Places with forms • The Division of Motor Vehicles (DMV) • The doctor • The hospital • Medicaid office • Department of Social Services Always carry some identification with you with your name, address, and phone number. This is a good idea all the time, but especially if you have an emergency and someone needs to help you register at the hospital. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
14
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
15
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
16
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 -
17
WILMINGTON FAMILY PHYSICIANS, P.A.
PATIENT INFORMATION
Social Security #
Today’s Date:
Name:
(Last)
(First)
(MI)
Address:
(Street)
(City)
(State)
Birth Date: _______________
Age:
Home Phone:
(Zip)
Sex: M _____
F _____
Work Phone:
Employer:
Employer Address:
(Street)
(City)
(State)
(Zip)
Driver’s License # _________________ Religion: _____________ Race/Ethnicity: _____
Marital Status:
(m-married s-single d-divorced w-widowed x-separated)
Who may we contact in an emergency:
(Name)
(Relationship)
(Phone number)
Spouse’s Name/Parent:
Birth Date:
Spouse/Parent Employer:
Work Phone:
INSURANCE INFORMATION
1. Insurance Co.
2.
If you have insurance, please let us get a copy of your card.
INSURANCE AUTHORIZATION AND ASSIGNMENT
I hereby authorize my physician to furnish information concerning my present illness to
insurance companies and referring doctors and for my insurance companies to pay any
medical/surgical benefits due to my physician. I agree that the doctor can examine me, and I am
responsible for my account.
Signature:
© 2006 Sandra J. Diehl. All rights reserved.
Date:
Instructor Lesson 12 -
18
HEALTH HISTORY
(Confidential)
Name _______________________________________________________ Today’s Date___________________________________
Age _________________ Birthdate________________Date of last physical examination____________________________________
What is your reason for visit: ____________________________________________________________________________________
SYMPTOMS: Check (√) symptoms you currently have or have had in the past year.
GENERAL
GASTROINTESTINAL
EYE,EAR,NOSE, THROAT
 Chills
 Appetite poor
 Bleeding gums
 Depression
 Bloating
 Blurred vision
 Dizziness
 Bowel changes
 Crossed eyes
 Fainting
 Constipation
 Difficulty swallowing
 Fever
 Diarrhea
 Double vision
 Forgetfulness
 Excessive hunger
 Earache
 Headache
 Excessive thirst
 Ear discharge
 Loss of sleep
 Gas
 Hay fever
 Loss of weight
 Hemorrhoids
 Hoarseness
 Nervousness
 Indigestion
 Loss of hearing
 Numbness
 Nausea
 Nosebleeds
 Sweats
 Rectal bleeding
 Persistent cough
 Stomach pain
 Ringing in ears
 Vomiting
 Sinus problems
MUSCLE/JOINT/BONE
Pain , weakness, numbness in:
 Vomiting blood
 Vision – flashes
 Arms  Hips
 Vision - halos
 Back  Legs
CARDIOVASCULAR
 Feet  Neck
 Chest pain
SKIN
 Hands  Shoulders
 High blood pressure
 Bruise easily
 Irregular heart beat
 Hives
 Low blood pressure
 Itching
GENITO-URINARY
 Blood in urine
 Poor circulation
 Change in moles
 Frequent urination
 Rapid heart beat
 Rash
 Lack of bladder control
 Swelling of ankles
 Scars
 Painful urination
 Varicose veins
 Sore throat that won’t heal
MEN only
Breast lump
Erection difficulties
Fatigue or tiredness
Loss of strength
Loss of muscle mass
Decrease in libido (sex drive)
Decrease in self esteem
Decline in work performance
Sad and/or grumpy
Lump in testicles
Penis discharge
Sore on penis
Other
WOMEN only
 Abnormal Pap Smear
 Bleeding between periods
 Breast lump
 Extreme menstrual pain
 Hot flashes
 Nipple discharge
 Painful intercourse
 Vaginal discharge
 Other
Date of last menstrual period _______
Date of last Pap Smear____________
Have you had a mammogram?______
Are you pregnant?______
Number of children______













CONDITIONS: Check (√) conditions you have or have had in the past.
 AIDS
 Chemical Dependency
 High Cholesterol
 Prostate Problem
 Alcoholism
 Chicken Pox
 HIV Positive
 Psychiatric Care
 Anemia
 Diabetes
 Kidney Disease
 Rheumatic Fever
 Anorexia
 Emphysema
 Liver Disease
 Scarlet Fever
 Appendicitis
 Epilepsy
 Measles
 Sexually Transmitted Diseases
 Arthritis
 Glaucoma
 Migraine Headaches
 Stroke
 Asthma
 Goiter
 Miscarriage
 Suicide Attempt
 Bleeding Disorders
 Gonorrhea
 Mononucleosis
 Thyroid Problems
 Breast Lump
 Gout
 Multiple Sclerosis
 Tonsillitis
 Bronchitis
 Heart Disease
 Mumps
 Tuberculosis
 Bulimia
 Hepatitis
 Pacemaker
 Typhoid Fever
 Cancer
 Hernia
 Pneumonia
 Ulcers
 Cataracts
 Herpes
 Polio
 Vaginal Infections
MEDICATIONS: List all medication you are currently taking
ALLERGIES: To medications or substances
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 19
All information is strictly confidential
FAMILY HISTORY: Fill in health information about your family
Check (√) if your blood relatives had any of the following:
Relation
Age
State of Health
Age at
Cause of death
Diseases
Relationship to you
Death
Father
Arthritis, Gout
Mother
Asthma, Hay Fever
Brothers
Cancer
Chemical Dependency
Sisters
Diabetes
Heart Disease, Strokes
Sons
High Blood Pressure
Kidney Disease
Daughters
Tuberculosis
Other
HOSPITALIZATIONS
PREGNANCY HISTORY
Year of Date of
Year
Hospital
Reason for Hospitalization and Outcome
Birth
Have you ever had a blood transfusion:  Yes  No
If yes, please give approximate dates:
SERIOUS ILLNESS/INJURIES DATE
OUTCOME
Birth
Complications if any
HEALTH HABITS: Check (√) which
substances you use and describe how much
you use
Caffeine
Tobacco
Drugs
Alcohol
Seatbelts
 Yes  No
Other
OCCUPATIONAL CONCERNS: Check (√) if
your work exposes you to the following:
Stress
Hazardous Substances
Heavy Lifting
Other
Your occupation:
I certify that the above information is correct to the best of my knowledge. I will not hold my doctor or any members of his/her staff
responsible for any errors or omissions that I may have made in the completion of this form.
________________________________________________________________________
Signature
© 2006. Sandra J. Diehl. All rights reserved.
________________________________
Date
Instructor Lesson 12 - 20
BINGO
Game 1
Game 2
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 21
Bingo Vocabulary (cut
into pieces for the bingo game)
doctor
fever
health
sore throat
appointment
cough
immunization
breathe
medicine
headache
prescription
stomachache
identification
fever
insurance
nausea
registration
appetite
check-in
itch
waiting room
bruise
exam room
rash
pain
lump
weight
pregnant
temperature
history
pulse
diabetes
blood pressure
illness
treatment
injury
follow-up
allergic
symptoms
allergy
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 22
1
4
2
3
4
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 23
6
5
6
7
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 24
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 25
Taking Temperatures
What is body temperature?
Body temperature is a measure of the body's ability to generate and get rid of heat. The body is very
good at keeping its temperature within a narrow, safe range in spite of large variations in
temperatures outside the body.
When you are too hot, you may begin to sweat, and as the sweat evaporates it helps cool your
body. When you are too cold, you may start shivering. This extra muscle activity helps generate
more heat.
What areas of the body are used to check temperature?
Your body temperature can be measured in the mouth, ear, armpit, or rectum. Temperature can
also be measured on your forehead.
What is normal body temperature?
A normal body temperature is usually an oral temperature of 98.6 °F(37 °C), however, many
healthy people have a temperature 1°F (0.6°C) or more above or below 98.6 °F. Also, normal body
temperature varies throughout the day.
A normal rectal or ear temperature is higher than a normal oral temperature. An armpit
temperature reading is lower than an oral temperature reading.
What is a fever?
In adults, an oral temperature above 100 °F(37.8 °C) or a rectal or ear temperature above 101
°F(38.3 °C) is sometimes considered a mild fever. A child has a fever when his or her rectal
temperature is 100.4 °F(38 °C) or higher.
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 26
How To Prepare
Take your temperature several times when you are feeling well to establish what is normal for you.
Take readings in both the morning and evening, since body temperature typically varies by 0.5°F
(0.3°C) to 1°F (0.6°C) throughout the day.
Wait at least 20 to 30 minutes after smoking, eating, or drinking a hot or cold liquid before taking
your temperature. Also wait at least an hour after vigorous exercise or a hot bath.
Several different types of thermometers are available, including:
•
•
•
•
•
Digital thermometers.
Ear thermometers
Liquid crystal thermometers (plastic temperature strips, often called forehead thermometers
or fever strips, and pacifier thermometers). Plastic temperature strips are not recommended
for home use.
Disposable thermometers.
Glass thermometers (mercury thermometer). The American Academy of Pediatrics
recommends against using glass thermometers. If the thermometer is broken, the mercury is
dangerous and must be disposed of properly.
How It Is Done
Before taking a body temperature, review the instructions for how to use your thermometer. If you
are using a glass thermometer, you need to:
•
•
•
Clean the thermometer with rubbing alcohol or cool soapy water (hot water may break it).
Grip the end of the thermometer opposite the end that has the bulb. Shake the thermometer
vigorously, as though trying to shake drops of water off the tip of the thermometer. Hold
the thermometer tightly to avoid accidentally throwing it while shaking the mercury down.
Shake it down until it reads 95 °F(35 °C) or lower.
Two methods of taking a temperature are described on the next page.
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 27
How to take an oral temperature
Oral is the most common method of taking a temperature. To get an accurate temperature, the
person must be able to breathe through the nose.
• Place the digital, disposable, or glass thermometer under the tongue, just to one side of
the center, and close the lips tightly around it. Do not use an oral glass thermometer to
take the temperature of a small child because the child might bite or break it.
• Leave the thermometer in place for the required amount of time. Some digital
thermometers give a series of short beeps when the reading is done. A glass thermometer
should be left in place for a full 3 minutes. Time yourself with a clock or watch. If a glass
thermometer is left in for only 2 minutes, nearly one-third of temperature readings are off
by at least 0.5°F (0.3°C).
• Remove the thermometer and read it.
• Clean a glass or digital thermometer with cool soapy water and rinse it off before putting
it away.
How to take an ear temperature
Ear thermometers may need to be cleaned and prepared for use. They do not have to be shaken to
lower the reading before use. These steps can be followed when using a ear thermometer; however,
follow the instructions for your specific model.
• Check that the probe is clean and free of debris. If dirty, wipe the probe cover gently with a
clean cloth. Do not immerse the thermometer in water.
• To keep the probe clean, a disposable probe cover should be used. Attach the disposable
cover to the probe.
• Turn the thermometer on.
• For infants younger than 12 months, pull the earlobe down and back (this will help ensure
that the probe is placed snugly in the ear canal). Center the probe tip in the ear and push
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 28
gently inward toward the eardrum.
• For children older than 12 months and for adults, pull the earlobe up and back. Center the
probe tip in the ear and push gently inward toward the eardrum.
• Press the activation button to display the temperature reading.
• Remove the thermometer and throw away the used probe cover. Use a new probe cover
each time you take an ear temperature.
Results
When you tell your doctor about your temperature measurement, be sure to mention whether it
was taken in the mouth, rectum, armpit, or ear.
When you have a fever, keeping a daily record of your temperature with multiple recordings helps
you and your doctor determine what is causing the fever and how it can be treated. The pattern of
a fever can help suggest the reason for the body's increased temperature.
In most healthy people, a fever does not in itself require treatment other than drinking plenty of
fluids. Taking acetaminophen (such as Tylenol) or ibuprofen (such as Advil or Motrin) may help
you feel more comfortable when you have a fever. Do not give aspirin to anyone under the age of
20 because it has been associated with a serious condition called Reye's syndrome.
In most instances, a fever can be considered a part of your body's natural defense against infection.
However, in some circumstances you may need to call a health professional about a high fever.
What Affects the Test
Inaccurate temperature readings can be caused by:
•
•
•
•
•
•
•
Using a glass thermometer that has not been shaken down.
Not keeping the mouth closed around the thermometer when taking a temperature orally.
Not leaving a thermometer in place long enough before reading it.
Not putting the proper thermometer in the right place.
Not following the instructions for proper use that come with the thermometer.
Taking an oral temperature within 20 minutes after smoking or drinking a hot or cold liquid.
Taking a temperature by any method within an hour of exercising vigorously or taking a hot
bath.
Source: www.webmd.com
© 2006. Sandra J. Diehl. All rights reserved.
Instructor Lesson 12 - 29
Lesson 13
What Does the Label Say?
This lesson helps students understand medicine labels. CASAS Competencies:
3.3.2 Interpret medicine labels 3.3.3 Identify the difference between prescription, over‐the‐counter, and generic medications Learning Objectives:
Students will acquire the skills and ability to: 1. Read and understand medication instructions 2. Ask pharmacists questions about medication Materials needed:
•
Real‐life over‐the‐counter medications and empty prescription bottles (if available) •
Teaspoons and Tablespoons (measuring) and/or measuring spoons from the pharmacy (with cc and ml) © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - A
I.
Warm-up
Note on board: Sometimes when I have a sore throat I eat chicken soup. I think it helps prevent colds. I don’t know if this is true, but when I eat chicken soup, I usually feel better! What do you do to feel better when you have a cold? II.
Medicine
•
Read the information about medicines. Students can take turns reading out loud or can read silently. Let students know that the word ‘prescription’ is also written ‘Rx.’ •
Ask students to read the dialogues and role play if appropriate. Let students know that it’s ok to ask their doctor or pharmacist questions about their medicine – whether it’s prescription or over‐the‐counter. III.
Picture Story, “The Right Dose”
Read the picture story by Kate Singleton. Ask students to discuss what’s happening in the pictures. Demonstrate the difference between a teaspoon and tablespoon. If appropriate, students can create stories (individually, in pairs, or as a class) or create dialogue about what’s happening. Let students know that they should use ‘measuring’ teaspoons and tablespoons for liquid medicine (not ‘serving’ spoons – they do not measure accurately). This activity serves as a lead‐in to the next section, which discusses how to read/interpret medicine labels. IV.
Medicine Labels
This section: •
Teaches how to read prescription labels. Labels follow a standard format. •
Teaches how to read over‐the‐counter labels •
Illustrates the ways medicines are packaged (ie., tablets, creams, drops etc.) •
Concludes with a practice activity that asks students to identify critical information on prescription labels © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - B
Practice Activity Directions:
•
Cut out prescription labels found in section IV of the lesson. Write the following on the board: “What” “Where” “How much” and “How often.” Ask students to form two teams or ask for volunteers. •
Give a label to each team (volunteer), and ask them to identify: 1. type of medicine (e.g., drops, cream, tablets etc.); 2. where the medicine goes (e.g., eyes, mouth, ears etc.); 3. how much medicine is needed per dose (you may want to ask/review later how much TOTAL is needed daily or let students calculate this information.); and 4. how often the medicine should be taken. •
Ask students to complete the columns for each label (you may wish to divide the board and have separate columns for each team). Repeat until the class has reviewed all labels. •
You may want to demonstrate this activity first with one label. •
You may want to extend this activity by giving students a time (eg. 1pm) and asking what time they should take the next dose. •
Play ‘concentration’ with the lesson’s vocabulary. Divide students into two teams. Prepare index cards with pairs of matching vocabulary. Place face down on a flat surface. Ask teams to find matching word pairs. •
Role play asking a pharmacist for information. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - C
Lesson 13
What Does the Label Say?
This lesson helps students understand medicine labels. Warm-up
Please copy the note on the board.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 1
Medicine
There are different types of medicine. 1. Prescription medicine: You need to see a doctor or health care provider to get a prescription for this kind of medicine. A pharmacist fills the prescription and sells you the medicine. Buy your medicine at a pharmacy or drug store. 2. Over-the-counter medicine: You can buy ‘over‐the‐counter’ medicine at a pharmacy, convenience store, Walmart, Target and other stores without seeing a doctor. You can buy medicine for many common problems like cough, fever, headaches, stomach upset, and pain ‘over‐
the‐counter.’ If your child needs medicine, look for the “children’s” package. Many medicines are made especially for children. Don’t give your children medicine made for adults. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 2
3. Alternative therapy: Some people prefer to treat illness and health problems with ‘alternative therapy,’ for example, herbal products or home remedies. Prescription and over‐the‐counter medicines are tested for safety and approved by the Federal Drug Administration (FDA) which is part of the US government. Alternative therapies are not tested for safety or effectiveness by the government.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 3
Karen Brown, MD
Azalea Internal Medicine
Name Alseny Bass
Date___4/4/05__
Amoxicillin, 1 cap 4x daily for7
days
Refill __0___Karen Brown_______, MD
Generic substitution permitted _______
Alseny: Hi, I have a prescription to fill. Pharmacist: Ok, let’s see what you have. Amoxicillin. Alseny: I have some questions about this medicine. What does this medicine do? Pharmacist: This is an antibiotic. It helps fight infection. Alseny: How long do I need to take it? © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 4
Pharmacist: You need to take 1 capsule 4 times a day for 7 days, even if you start to feel better. It’s important to take all the medicine. Drink a full glass of water to help you swallow the capsule and wash it down. Alseny: Are there any side effects? Pharmacist: You may have mild nausea, vomiting, diarrhea, or abdominal pain. Call your doctor if you develop a rash, have severe stomach problems, or don’t start to feel better within a day or two. Alseny: Thank you. Oh – is it ok to drink alcohol with this medicine? Pharmacist: Yes, but I recommend you drink water instead because it will help you get well faster. Alcohol doesn’t interact with this medicine. Alseny: Thanks. When will my prescription be ready? Pharmacist: In about 30 minutes. You can wait or pick it up later. Alseny: I’ll wait. Thank you. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 5
Questions
1. What does Amoxicillin do? Amoxicillin is an antibiotic. It helps fight infection. 2. How many times a day should Alseny take the medicine? Alseny should take 1 capsule four times a day. 3. For how long should he take the medicine? Alseny should take the medicine for 7 days. 4. What are some side effects of the medicine? Mild nausea, vomiting, diarrhea and abdominal pain are side effects. 5. If Alseny develops a rash, what should he do? ___Alseny should call his doctor.____________________________________ © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 6
Humaira: Hello. I have some questions about this medicine. Pharmacist: How can I help you? Humaira: My daughter is teething and I want something to help with her pain. Is this medicine good for that? Pharmacist: How old is your daughter? Humaira: She’s six months. Pharmacist: Yes, this is a good medicine. Give it to your daughter twice a day until her tooth breaks through her gum or if she seems uncomfortable. You can also try giving her a clean, cold, wet washcloth to chew or teething rings. Humaira: What are the side effects of this medicine? Pharmacist: Your daughter may be sleepier than normal. Call your doctor if the pain gets worse, or the pain lasts for more than five days. Humaira: Thank you! © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 7
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 8
Prescription Medicine Labels
Here’s what you see on every prescription label.
Patient name and address
Prescription number
How to take the medicine
Medicine name
The patient will need to call the doctor for more medicine Expiration date Did you know?!
Generic prescriptions and over‐
the‐counter medications are less expensive than “name‐brand” drugs and work the same way. Look for generic ‘over‐the‐
counter’ medicine and ask your doctor to prescribe the generic to save money! © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 9
Questions
1. Who is this prescription for? __Sally Jones____________________________________________________ 2. What is the prescription number? ___737247_______________________________________________________ 3. What is the name of the medicine? ___Omnicef_____________________________________________________ 4. Can the medicine be refilled? ____No________________________________________________________ 5. When does the medicine expire? ____8/17/03______________________________________________________
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 10
An over-the counter medicine label
All over-the-counter medicine labels will have this important
information on the label:
• Uses/Indications (a list of health problems that the medicine will help) • Directions (how to take the medicine) • Warnings (information about the medicine and when you should not take it) • How to store the medicine, and • An expiration date © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 11
From Tylenol Label…
Warnings ~ Do not use with any other product containing acetaminophen. Stop use and ask a doctor if new symptoms occur, redness or swelling is present, pain gets worse or lasts for more than 10 days, fever gets worse or lasts for more than 3 days. If pregnant or breast‐
feeding, ask a health professional before use. Keep out of reach of children. In case of overdose, get medical help or contact Poison Control Center right away. Alcohol warning: If you consume 3 or more alcoholic drinks every day, ask your doctor whether you should take acetaminophen or other pain relievers/fever reducers. Acetaminophen may cause liver damage.
Uses/Indications ~ Temporarily relieves minor aches and pains due to: headache, muscular aches, backache, arthritis, the common cold, toothache, menstrual cramps, reduces fever. Directions ~ DO NOT TAKE MORE THAN DIRECTED. Adults and children 12 years and over: take 2 caplets every 4 to 6 hours as needed. Do not take more than 8 caplets in 24 hours. Children under 12 years: Do not use this adult Extra Strength product in children under 12 years of age. This will provide more than the recommended dose (overdose) of Tylenol ® and could cause serious health problems. Store at room temperature. Exp. date © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 12
Questions
1. Who should not take this medicine? _ Children younger than age 12 should not take the medicine. Women who are pregnant or breastfeeding should ask their doctor. 2. How much medicine should an adult take? An adult should take 2 caplets every 4‐6 hours, and no more than 8 caplets in 24 hours. 3. Should a 9‐year‐old take this medicine? No. 4. What is the most medicine an adult should take in 24 hours? Eight caplets 5. Where is the expiration date? On the edge of the label (EXP Date) 6.What should you do in case of an overdose? I should get medical help or contact the poison control center right away. __________________________________________________________________ © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 13
Match the medicine with
the picture.
AAA
A
A
B
C
E
D
F
G
H
I
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 14
Match the medicine with the picture.
1. Drops ___E________ 2. Tablets/pills ___H________ 3. Capsules ___D________ 4. Cream/ointment ____C_______ 5. Liquid _____B______ 6. Spray ______F_____ 7. Suppository ____G_______ 8. Inhaler ____A_______ 9. Injection/shot ___I________ © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 15
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 16
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 17
Vocabulary
prescription pharmacy prescribe pharmacist medicine capsule medication side effect take allergic shake generic expiration cream refill drop teaspoon suppository label rectal drowsy tablet refrigerate relief external ointment internal seal freeze room temperature store exceed cool drug dry consult once dose twice treat remedy treatment © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 13 - 18
Lesson 14
Health Information
This lesson helps students learn where to find and how to understand a variety of health information. CASAS Competencies:
3.2.2 Interpret immunization requirements 3.4.1 Interpret product label directions and safety warnings Learning Objectives:
Students will acquire the skills and ability to: 1. Research and understand credible health information 2. Understand label directions and warnings 3. Think critically about health messages Materials needed:
•
Magazines © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - A
I.
Warm-up
Write the following statements on the board. Ask students if the statements are true or false. This is an opportunity for students to learn vocabulary related to safety warnings. True or False: Bleach is poisonous if you drink it. Most crayons are non‐toxic. Water is an irritant. Gasoline is flammable. Orange juice is a flammable liquid. Kerosene is a combustible liquid. Battery acid is corrosive. II. Understanding Product Label Directions
•
Read the picture story by Kate Singleton. What is happening in the pictures? Has this ever happened to anyone you know? Students can write captions, sentences, or a short story, or can orally explain what’s happening. Review the words “caution” and “dangerous vapors.” •
Read the labels for bathroom cleaner and mineral spirits. Answer the questions. III. Interpreting Health Information
Distribute magazines. Students can share magazines if needed. Ask students to find advertisements for products meant to improve health (for example, exercise equipment, medicine etc.) or advertisements for products that are unhealthy (for example, cigarettes, junk food etc). Ask students to: 1. Describe the picture they see (in writing or orally; students can make a list of vocabulary that describes the picture or make sentences, other students can add to the description if incomplete) 2. Decide if the product is healthy/unhealthy and ask if everyone agrees; © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - B
3. Discuss what makes the ad appealing – would you buy this product? Do you believe everything the advertisement promises? Do you make purchases based on advertising? 4. Ask where students get their information about health. Let students know there is a resource list of places to find health information attached with this lesson. IV. Communicating Health Information
•
Ask students to form small groups and create a short television/radio announcement around a health issue. Students can use the attached information on ‘hand washing’ or ‘immunizations.’ Ask groups to present their announcement to the class. •
Take a trip to your local library. Arrange for the librarian to give students a tour. Apply for library cards. •
Ask students to research a health topic of their choice and prepare a short presentation on the topic. A list of places to find health information is included for reference. Students can give their presentation to another ESL class, if appropriate. •
Dictate the radio PSA included at the end of the lesson. Review. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - C
Lesson 14
Health Information
This lesson helps students learn where to find and how to understand a variety of health information. I.
Warm-up
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 1
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 2
Bathroom Cleaner
Directions for use: Use only in a well‐ventilated area. Before use, open windows and turn on fan. If vapors bother you, leave room while product is working. Warning: Eye and skin irritant. Vapors may irritate. Harmful if swallowed. Do not get in eyes or on clothing. For sensitive skin or prolonged use, wear gloves. Not recommended for use by persons with heart conditions or chronic respiratory problems such as asthma, emphysema, or obstructive lung disease. First Aid: Eyes: Flush immediately with water for 15 minutes. If swallowed: Drink a glass of water. Do not induce vomiting. Call a physician or poison control center immediately. This product contains bleach. Do not use or mix with other household chemicals such as ammonia, toilet bowl cleaners, rust removers or acid, as this releases hazardous gases. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 3
Questions
1. What are two things you should do before you start cleaning? __I should open the windows and turn on the fans.___________________ 2. What can you do to protect your skin from the product? _I can wear gloves._______________________________________________ 3. Who should not use this product? __Persons with heart conditions or chronic respiratory conditions should not use this product.______________________________________ 4. If the product gets in your eyes, what should you do? __I should immediately flush my eyes with water for 15 minutes._______________________________________________________ 5. If someone swallows the product, what should you do? __I should give them a glass of water and call a doctor or a poison control
center. I should not make the person throw-up.__________________________
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 4
Mineral Spirits
Danger! Combustible liquid and vapor. Harmful or fatal if swallowed. Vapor harmful. Injurious to skin and eyes. Keep containers closed after each use. Do not store in direct sunlight. Use in a well‐ventilated area. Keep out of reach of children. Combustible. Vapors may cause flash fire. Keep away from heat, sparks, and open flame. First Aid: If swallowed, do not induce vomiting. Call your poison control center, emergency department, or physician immediately. Questions
1. If someone swallows mineral spirits, what should you do? _I should call the poison control center, emergency department, or doctor immediately.____________________________________________________ 2. Name at least three precautions you should take with mineral spirits. _1. Keep containers closed after each use.
_2. Do not store in direct sunlight.
3. Use in well-ventilated areas.
4. Keep out of reach of kids.
© 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 5
Communicating Health Information
Immunizations
“Health is the prize when you immunize.” Children need vaccinations at these ages: • Birth • 2 months • 4 months • 6 months • 12‐18 months • 4‐6 years Get your vaccinations at • Doctor’s office • Health Department • Rural Health Center © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 6
Hand Washing
Hand washing is the single most important act you can do to prevent getting sick and making others sick. Hand washing is important for : • food safety • disease prevention • personal health Wash your hands • before you eat • after you use the bathroom • before, during and after preparing food • after handling animals or animal waste • after playing sports • after changing diapers • any time your hands are dirty Use soap and water, scrub, rinse for 20 seconds and dry. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 7
Here are some places to find information about our health.
The Internet
There are lots of resources about health on the internet. Here are a few good ones! Medline Plus www.medlineplus.gov Health information in English and Spanish from the US National Library of Medicine and the National Institutes of Health. Family Doctor http://familydoctor.org Health information in English and Spanish from the American Academy of Family Physicians. Just for You http://www.healthfinder.gov/justforyou/ Health information in English and Spanish from the National Health Information Center, US Department of Health and Human Services. Cancer Infonet www.cancerinfonet.org Cancer information in English and Spanish from the National Cancer Institute. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 8
American Diabetes Association http://www.diabetes.org/home.jsp Diabetes information in English and Spanish from the American Diabetes Association The National Women’s Health Information Center www.4woman.gov Information on a variety of health topics. Information available in Spanish and Chinese (limited). The March of Dimes www.marchofdimes.com Information on pregnancy and pre‐pregnancy (preconceptional) health. Phone
You can call for free to ask for free health information too. Here are some places to call. Free! North Carolina Family Health Resource Line 1‐800‐367‐2229 (for North Carolina Residents only) English and Spanish resources. Available Monday‐Friday 9am‐7pm. Calls are confidential. The National Women’s Health Information Center. 1‐800‐994‐9662 Available Monday‐Friday 9am‐6pm, Eastern Standard Time. This is a national resource. Local Library Your local library usually has books and videos on wellness and health information. The librarian can help you find information. Your Doctor’s Office Your health care provider often has pamphlets and sometimes has videos that you can have or borrow. Ask your provider for more information. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 9
Dictation
Public Service Announcement Dictation
(Extension Activity) Smoke alarms are the first line of defense against deadly fire. But they can’t protect us if they don’t work. So test the smoke alarms in your home today, and test them again every month to make sure they are working. If your alarm is more than 10 years old, install a new one. Test your alarm for life. © 2006 Sandra J. Diehl. All rights reserved.
Instructor Lesson 14 - 10