The teacher''''s magazine -at the hospital
lios At the" O F ilfj oc Fir ' P - 11 A treatment!k for each. 0 1 ailment J '- rZ - , L "I L • Didactic Unit: Global 1 !4 Bea donor LoDaL Culture Corner: Mandela Da • Conversations with my doctor • The Hippocratic Oath L '4'*:±TI TRIPS CINEMA What about my job? Just relax! While you enjoy your holidays, we are getting everything ready for a happy school-year beginning. GRUPO FDIBA D ear colleague, This edition is mainly about the world of medical care. Poster I shows the picture of a hospital with its different sectors and specialists, while the flashcards in poster 2 present common ailments and their corresponding treatment. You will find them useful for practising true-to-life dialogues and generating interactive speaking and writing activities. The rest of the materials offer plenty of possibilities to cater for different ages and language proficiency levels while working on the topic. Among them, we include a unit about blood and organ donation that will help to raise awareness about the importance of being a donor and also a reading exercise about the ethics and morality involved in the Hippocratic Oath. We hope you make the most of this issue! The Teachers Magazine team 9 i GRUPO SUff:Edft,, Adt8oDa0oky/840,j,t9CI,,d0T!,,,,,,9,,9!,5,,,I8/G80.(.l , $19t.,to8995DtI.,,n,,8C,OI9 0I,,t,II.,9,.fAb!0,,0R9l,g,Ii,,tF*089SC80099 U.g,9P8bI,t,,g0I,tlP0str.F,,d,t9,oM9,t898ki0t A,8M.I,*lLL,8M,,,0,9,,9,8N9I9IlM8l98tl,g,,d,,i,sF,'i91I8$,*0t,89aBkC,0,.Gt90M9,1851,tRS89 , 989 L.9D,, M4211-5809I1.SpAINP.a,hSby 895E,0P989119 LAW 92,9A,.L19924P0 ,d,M8AslacollAt.nb.,,,th89 sazI8p8ag9.&T59139977lt ,.I8p5WSIA.S099W/SS99PtI8898m8AtT,I 90010908. 898011 bFM5tl9RHAAAC08AJM(AUON SLU 0,90809,., 09 l.P.bI9090,99.ASL 10:91 99571981P0491068L S,01190f000,,l,00 .,09009989.d:b0900098h8 Lh9.oP,.oAP. 11T8L81 !,*9Acl000,000,,,000o,98ddjb,C080,9,A: Fo.00i500b900,5819P8 CUIflfl Go to www.ediba.com to contact us. eJ.00an.T a,9una .,p,o80080a ,tanpao,ll9,oA,,00i000uyc1b0dn8Otth,.eaa0.l09 o.,908000890.,9,80: &II9O09ATJI9000090009,49099900AWA0000 Poland zamowienia@edi I www.ediba.com Spain - - Tel.: +22 566 77 87 All information In our website: www.ediba.com - . - II By e-mail: suscripciones@ovejer.com • ,. By Phone: 91352 09 18 By Fax: 91 715 58 75 Czech Republic Contact: www.send.cz but let them use their imagination and make up their own. Doctor: Come on in! Please have a seat. What's the problem? Patient: I have a rash on my fare. Doctor, Hour long have you had the rash? Patient: About 3 days. I put some cream on it but it didn't help. Doctor: Are you allergic to any medications? Patient:! don't think so. Doctor: I'm going to give you a prescription for some ointment. Please apply it twice a day. You should avoid scratching your skin. Make an appointment to see me next week if it doesn't get better. F1 p oster 1 presents a hospital to your classroom. Children should know that when we need help right away, the best place to go is the hospital emergency room (ER). It is open 24 hours a day and there is quite a tot going on. Nurses and doctors take care of those who need attention. throw up. • feel short of breath. • sweat for no reason. • have belly pain and it won't go away. • have no appetite for more than a day. • have a terrible stomachache. • have poop that looks black or you see blood in the toilet. • feel really bad. Show the poster to the class and ask Provide the children with the your students to describe what they see, photocopiabte activity on Ask them to identify the different rooms page 7. Ask them to label the picture and what happens in each one, with the words they already know and Help them with the vocabulary and have answer the questions. They may go on them write a list of new words with an with the reading comprehension exercise example. Tell them that when we have on page 8, where they will learn about a to stay in the hospital overnight or for story of a child who had a hard fall. some days, we are admitted. Later, when For more advanced students, there are we are sent home we are discharged. prompt cards to practise conversations When we get to the ER they make a at the doctor's office (page 9). Show the chart, that is a sheet of paper that following model dialogue to the students contains important information about us, for example, temperature, heart rate and our treatment plan. Nowadays, this information is. recorded and saved in a computer. According to our problem, we may need a shot, that's an injection or some stitches or sutures which are strong strings to help close deep cuts we may get when we fall down or cut ourselves with a knife. They will make the cut heal faster. In some cases, we may also need an IV, that is an intravenous catheter, which is a thin plastic tube inserted into our vein to pass medicine quickly. Ask the children to write a list of symptoms they should tell their parents or teachers right away. Some suggestions are: 'tell your parents or your teacher in case you are at school when you Co , ''he purpose of poster 2 in this edition is to get the - to practise true-to-life conversations in -' English. They will go to the doctor's, describe their ailment, get a prescription and get some advice. In turn, doctors will listen to their patients, ask questions about ailments and prescribe medicine or give some advice. There will be a fair amount of vocabulary in the activities suggested below, so it may be wise to have the students ready for class with some activities you will find in the next pages. As preparation for the class, cut out the cards in poster 2, laminate them and divide them into two sets: ailment cards and treatment cards. These cards are the beginning of what we hope o will be some extensive resources on teaching the language of health. Here you have some suggestions which we are sure will trigger further activities. Start by standing in front of the class doing the actions for one 4' of the ailments. For example, hold your head with both hands and groan a little for your terrible/splitting headache. Lead the students to ask, What's unnng?/ What's the matter? Say, Oh. no! I have a terrible/splitting headache. Ask the students to pick up the picture and stick the card on the board. Once you have presented all the ailment cards, in pairs, the students act out and identify each ailment. Provide help if needed. Next, take the ailment cards and elicit the vocabulary, What's this? A headache. Then, turn the card over and stick it back on the board so that blank side is shown. Point to the card again and ask one more lime, What's 48 this? and elicit the word for the hidden image. Follow the same procedure with the rest of the cards until you have all the blank cards on the board. Then, go through all the cards again asking the same question. Allow some time for the students to remember what the ailment is as a son of memory test. You might turn this activity into a game which can be played by the students divided into small groups. The winners are the students who remember the biggest number of cards. You will be surprised how easy the students remember what each card is! At random, take a card oil the board and give it to a - student. Ask, What's wrong? /What's the matter? Have the student answer your question. Follow this activity until you finish with all the cards. Then, distribute copies of the Ailment Cards on page tO and tell the students to practise the previous dialogue, Once they have finished, they should swap the cards with another group. A treatment for each ailment 't f Now that the students are familiar with health problems, teach the vocabulary for each possible treatment. This time, stick the Treatment Cards of the poster on the board and have the students discuss which one corresponds to the problem you mention. Instead of mentioning the ailment, you can have a student act it Out, for instance, an earache. The class should look for the appropriate treatment, point at it and say, S/he goes to the doctor. Doctor-patient role play Prepare the students to act out dialogues at the doctor's. This first time, you will play the doctor's role. Have a volunteer to play the patient's. If you happen to have a white coat and a toy stethoscope, it will be more realistic. Have the patient knock at the door to enter your office. Tell them to sit down and ask, What's the matter with you?/ What's wrong? The patient will say, I have a toothache. Then, examine the patient, look into their mouth, take their pulse and say, It seems you have a cavity. Well, take an aspirin and visit your dentist. Divide the students in pairs and have them act out dialogues like this one. Walk around to give any hint if it is necessary. If the level of your students allows, you may want to give them the prompt cards on page 9. Make sure the students know the vocabulary beforehand. Doctor-patient's talk Let's go further on and practise complete dialogues at the doctor's office using the following expressions: • What's the problem? What's wrong? What's the problem with you? • How long have you been feeling like this? When did the symptoms start? How tong have you had this pain? Are you taking anything for Are you allergic to any medication? You should slay in bed/ rest /have this medicine. You'd better stop eating too mach chocolate. It's been a week. /1cc had it for a week. • Could you give me something for the time being? Should I stay in bed? • late fish and I have a rash on my face. I sprained my ankle. I have indigestion / a bad cut / a sore throat / flu. You will find a guide for these dialogues on page 4. Just photocopy the page 9, cut Out the cards and distribute them among the students assigning the roles of doctor and patient. Don't forget to make them change cards for them Is rehearse both roles. [...]... original message In the present day, numerous universities in the world suggest their graduated doctors to proclaim the oath before receiving their diplomas.This is way of beginning their duties being aware of the responsibility that they hold towards the rest of the society .The following tent is a 20th century version of the Hippocratic Oath, used in many medical schools in universities of the United States:... might think that food makes them fat, so they worry about how their 21 look some kids may eves stop eating, eat too 31 _.or induce vomiting after they eat Many kids or adolescents pay 4) to thin models and TV stars They see their bodies on TV, the Internet, or in a magazine and they want to look like them too, because they seem to be beautiful and 51 all the time But that is not so... review the past simple tense Activities: The teacher shows a picture of Mandela and one of the African continent so that the students infer what the clans will be about eS The teacher presents vocabulary the students will need for the reading activity Suggested words: law degree - prison apartheid - freedom - campaign • Students work in groups to put the events in Mandela's life in order Then the whole... too 6) - or just stop eating They usually deny feeling 7) they exercise too much, they feel fat and don't get involved in social activities The other disorder is bulimia It implies secretly eating a$) - amount of food, and then try to get rid of it by vomiting or taking laxatives and exercising a lot to 9) _the calories These disorders may damage the heart, the liver, and the 101 _: also teeth... this case, the Hippocratic Oath consisted of a promise made to the Greek gods that the activity would be : performed with ethics and morality, knowing that the destiny of the patient was it the hands of the physician This oath has been recited for more than twenty centuries It has suffered some adjustments according to the customs of : different cultures, but in the end it respects the core of the original... how this could be possible • Present the poster downloaded from who.int/campaigns/worldblood-donor-day/2013/posters/en/ and ask So to relate both topics • Ask what other ways of donating life they can think of Reading the text Al So scan the text and circle the correct option BI Ss read the text Donate life: a true story and do the activities Note 1: According to the theory of Noticing (Schmidt, R (2001)... on; 31 You should put some ice on the bump, 4)You'd better go to the dentisrh; 5)You should stay In bed and call the doctor, 6)You should diet and take some drops;7lYou should go to the hospital to have an x-ray; 8) You'd better go to the doctor's - 13 Age: All Level: Pre-Intermediate + OUCH! IT HURTS! A) Match the expressions with the words in the box and complete the sentences I feel , My ankle ankle... IN THE WAITING ROOM C) Let's assume that all the patients have left the hospital with some pieces of advice given by their doctors Complete the following sentences with the modal verbs must or should in their afirmative and negative forms 1) The gynecologist advised Vanessa that she rest every time she feels tired As she is about to give birth, she do any sports and sleep at least 8 hours 21 The. .. contrasting • Synthesis: producing, creating • Evaluation: selecting, evaluating Note 2: All the phrases are in the passive voice' This is net an activityto practise passive voice per Se, but its aim is to present Passive voice use: the (aces is on the recipient of the action, not the dser Ask students, What do oil phrases hoer in common?Leok at the form '1- Activities Presenting the topic • Write on the board:... Cambridge, CUP) students can learn what they actually see for themseloes (notice) Taking this into account, we have decided to highlight the linking words in the tent If, and only if, a student notices there highlighted words/phrases, then we may explain their meaning and usage - Level: Pre-Interrnediate Age: Adolescents /Adults BE A DONOR 0 A) Scan the text and circle the correct option 1) Who wrote this . www.ohmyachesandpains.info/2009/Ofl/my-heroes-bone-marrow-and-organ-donors.html ( • Article: funnymama.blogspotcom.ar/201 3/08/life-saving-eagle-scout-project.html • Donation FAQS: bethematch.org/support -the- cause/donate-bonemarrow/donation-faqs/. Have the patient knock at the door to enter your office. Tell them to sit down and ask, What's the matter with you?/ What's wrong? The patient will say, I have a toothache. Then,. e)called f) near 91 later 61 approximately il completely 3) Highlight all the words related to the hospital/ being in hospital. 4) Match the halves. a) She was 1) hospitalised. b) It