Lesson Plan for Health
Related page: Health Dialog for this lesson
Downloads:
MS Word .doc version of Lesson Plan (141 kb)
MS Word .doc version of paper slips for dialog, large print (20 kb)
Day 1
Level 1A
Competency Objectives:
Identify parts of the body; Indicate pain/problems;
Vocabulary: These are the words you will teach the student to use in phrases and sentences.
Nouns: leg, ankle, wrist, finger, thumb, arm, head, tooth, teeth, ear, foot, feet, neck, hand, stomach, back, nose, eye, throat.
Verbs: have, hurt
Pronouns: possessive pronouns: my, your, his, her
Grammar: Simple present statements: My … hurts.
Possessive pronouns: My … hurts. Your … hurts. His … hurts.
Simple present questions: What’s the matter? What hurts?
Suggested Materials
koosh ball or other soft toy to pass as part of taking turns
72 4 inch by 6 inch index cards for writing on in large print and/or uncontracted braille
or 18 sheets of 8.5 inch by 11 inch card stock or braille paper, cut in quarters, for writing on in large print and/or uncontracted braille
one audio recorder and blank cassette (if using tape recorder) for recording parts of the lesson
handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision,” to refer to during the lesson if necessary
1. Greeting/Warm-up
This is a relatively easy exercise for beginners, and provides a context for relaxing and learning. It should not be a test.
Teacher says: “What’s your name?”, and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question that the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present.
Teacher asks, “Where are you from?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present.
Teacher asks, “How are you today?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
2. Oral Practice With Simulations
Teacher says: “My head hurts, I have a headache.” At the same time, teacher performs appropriate gestures and body movements and vocalizations to simulate a headache. Teacher holds his hand on his forehead and groans a little, “Oooh…” Teacher verifies that student sees and/or feels teacher’s hand on teacher’s forehead.
Teacher repeats: “My head hurts, I have a headache.” and groans a little, “Oooh…”
Activity A
1. Teacher Points to and touches various non-private parts of his own body. These can include: outer side of leg, ankle, wrist, finger, thumb, arm, head, tooth, teeth, ear, foot, feet, neck, hand, stomach, back, nose, eye (either gently touching lid of closed eye or gently tracing outer edge of open eye two or three times with tip of finger), throat.
If the student agrees to be touched, the teacher can also touch non-private parts of the student’s body. A doll can also be used. Teacher verifies that student sees and/or feels his hand on the various parts of the body.
Teacher starts by pointing to and touching and saying the English words for five parts of the body one after another over a number of times until the student can comfortably say the names in English when asked.
Then, the teacher can add five more parts to practice naming. If the student has difficulty the teacher offers model of oral response.
As he points to and touches each part, teacher asks: “What is this in English?”
In response to each question, student names parts of the body. If the student has difficulty the teacher offers model of oral response.
“What is this?”
“This is a leg.”
“What is this?”
“This is an ankle.”
“What is this?”
“This is a wrist.”
“What is this?”
“This is a finger.”
“What is this?”
“This is a thumb.”
“What is this?”
“This is an arm.”
“What is this?”
“This is a head.”
“What is this?”
“This is a tooth.”
What are these?”
“There is more than one tooth. These are teeth.”
“What is this?”
“This is an ear.”
“What is this?”
“This is a foot.”
“What are these?”
“There is more than one foot. These are feet.”
“What is this?”
“This is a neck.”
“What is this?”
“This is a hand.”
“What is this?”
“This is a stomach.”
“What is this?”
“This is a back.”
“What is this?”
“This is a nose.”
“What is this?”
“This is an eye.”
Teacher points to and touches and names five new parts of the body.
Student repeats. If the student has difficulty the teacher offers model of oral response.
2. Teacher asks the student to point to and touch three to five different parts of the body.
If the student has difficulty the teacher offers model of pointing and touching.
“Please show me a leg.”
“Please show me an ankle.”
“Please show me a wrist.”
“Please show me a finger.”
“Please show me a thumb.”
“Please show me an arm.”
“Please show me a head.”
“Please show me a tooth.”
“Please show me teeth.”
“Please show me an ear.”
“Please show me a foot.”
“Please show me feet.”
“Please show me a neck.”
“Please show me a hand.”
“Please show me a stomach.”
“Please show me a back.”
“Please show me an eye.”
3. Teacher Points to and touches various parts of the body which have been taught: leg, ankle, wrist, finger, thumb, arm, head, tooth, teeth, ear, foot, feet, neck, hand, stomach, back, nose, eye, throat.
If the student agrees to be touched, the teacher can also touch non-private parts of the student’s body. A doll can also be used. Teacher verifies that student sees and/or feels his hand on the various parts of the body, and asks student to name.
Student says what it is called in English. If the student has difficulty the teacher offers model of oral response.
Teacher and student continue until student is comfortable naming the parts of the body.
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
Activity B
1. Teacher performs appropriate gestures and body movements and vocalizations to simulate a stomach ache. Teacher holds his hand on his stomach and groans a little, “Oooh…” Teacher verifies that student sees and/or feels teacher’s hand on teacher’s stomach (abdomen).
Teacher says, “My stomach hurts.” and groans a little, “Oooh…”
Teacher Continues to perform appropriate gestures and body movements and vocalizations to simulate various ailments using the various parts of the body practiced in Activity A and the same structure: “My … hurts.” and groans a little, “Oooh…”
2. Teacher asks student to follow him in performing appropriate gestures and body movements and vocalizations to simulate ailments using the parts of the body practiced in Activity A. Teacher uses the same structure: “My … hurts.” and groans a little, using all parts of the body above.
Teacher and student together perform appropriate gestures and body movements and vocalizations to simulate ailments, doing the same action an saying the same sentences and phrases in English.
Running own hand up and down the outside of one’s own leg from hip to ankle: “My leg hurts.”
Touching one’s own ankle, possibly encircling it: “My ankle hurts.”
Touching one’s own wrist, possibly encircling it: “My wrist hurts.”
Touching one’s own finger, choosing one of the four fingers on either hand, excluding the thumb: “My finger hurts.” Be sure to demonstrate that all four fingers are called “finger” by touching each, one after the other, and saying “finger”.
Touching one’s own thumb on either hand: “My thumb hurts.”
Running own hand up and down one’s own arm from shoulder to wrist: “My arm hurts.”
Touching the front, and possibly the top of one’s own head: “My head hurts.”
Touching or tapping one tooth: “My tooth hurts.”
Touching or tapping two or more teeth: “My teeth hurt.”
Touching one’s own ear, either ear: “My ear hurts.”
Touching one’s own foot, either foot: “My foot hurts.”
Touching both of one’s own feet either at the same time or one after the other: “My feet hurt.”
Touching one’s own neck: “My neck hurts.”
Touching one hand with the other: “My hand hurts.”
Touching or rubbing one’s own stomach/abdomen: “My stomach hurts.”
Touching one’s own back: “My back hurts.”
Touching or rubbing one’s own nose: “My nose hurts.”
Closing one’s eyelid, and gently touching the outside of the eyelid, or gently running one’s finger around the outside of one’s own eye: “My eye hurts.”
3. Teacher and student continue to act out ailments, but, now, with each performance of appropriate gestures and body movements and vocalizations to simulate ailments, the teacher asks, “What’s the matter?” “What hurts?”
Student responds: “My … hurts.”
If the student has difficulty the teacher offers model of oral response.
Continue to practice until student is comfortable with the language.
4. Next, a new phrase is added. After teacher asks, “What’s the matter?” “What Hurts?” and student responds: “My … hurts.” teacher says, “Your … hurts.”
Then if there is another person present, teacher asks: “What’s the matter with her?” “What hurts?”
The other person responds: “Her … hurts.”
When the student or other participating person has difficulty the teacher offers model of oral response.
5. Teacher performs appropriate gestures and body movements and vocalizations to simulate various ailments. Asks “What’s the matter?”
Student says, “Your … hurts.”
If the student has difficulty the teacher offers model of oral response.
Continue to practice until student is comfortable with the difference between my, your, and her and his. (Note the difference between his/her and your is difficult for many new English learners with first languages from a variety of language groups, and will take a lot of practice.)
3. Reading and Writing
Activity
1. Teacher performs appropriate gestures and body movements and vocalizations to simulate ailments using the various parts of the body practiced earlier and the same structure: “My … hurts.”
2. After each simulation, teacher and student together write the sentences about the ailments on cards in large print and/or uncontracted braille. “My … hurts.” “Your … hurts.” etc. Teacher models writing the first card, and then supports the student in writing the second one, filling in if the student is struggling. Then, the teacher models writing the third one, and supports the student in writing the fifth card, etc.
3. Play concentration game.
Once all the cards have the sentences written on one side, place the cards face down on the table, with the writing facing down.
Teacher and student, one after the other, take turns performing appropriate gestures and body movements and vocalizations to simulate ailments using the various parts of the body practiced earlier.
Teacher and student take turns. While one is acting out an ailment, the other picks one card at a time, trying to get one that corresponds to what is being acted out by the other. If she or he gets the correct card, it is kept. If she or he fails to get the correct card, the card picked must be put back on the table face down.
After all cards have been picked, the person with the most cards is the winner.
4. Closing
Teacher says that “… hurts.” Student guesses how to spell the part of the body named. If the student has difficulty the teacher offers model of spelling, one letter at a time, asking student to guess next letter, and then providing it.
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
Day 2
Level 1A
Competency Objectives:
Identify parts of the body; Indicate pain/ problems;
Ask about pain/problems.
Vocabulary: These are the words you will teach the student to use in phrases and sentences.
Nouns: leg, ankle, wrist, finger, thumb, arm, head, tooth, teeth, ear, foot, feet, neck, hand, stomach, back, nose, eye, throat.
cold, fever, sore throat, cough, ache
Verbs: have, hurt, ache
Pronouns: possessive pronouns: my, your, his, her
Grammar
Simple present statements: My … hurts. I have a … ache. I have a fever. He has a fever, etc.
Possessive pronouns: My …hurts. Her/his … hurts. Your … hurts.
Simple present questions: What’s the matter? What hurts? What’s the problem? What’s your name? Where do you come from? What country do you come from? How are you today?
Suggested Materials
koosh ball or other soft toy to pass as part of taking turns.
one audio recorder and blank cassette (if using tape recorder) for recording parts of the lesson
handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision,” to refer to during the lesson if necessary
slips of paper with ailments written on them in large print and/or uncontracted braille, saying:
Your head hurts.
Your head aches.
You have a headache.
Your stomach hurts.
Your stomach aches.
You have a stomachache.
Your tooth hurts.
Your tooth aches.
You have a toothache.
Your back hurts.
Your back aches.
You have a backache.
You have a headache.
You have a stomachache.
You have a cold.
You have a fever.
Your throat hurts.
Your throat is sore.
You have a sore throat.
You have a cough.
You have a runny nose.
You have a stuffy nose, etc.
1. Greeting/Warm-up
This is a relatively easy review exercise for beginners, and provides a context for relaxing and learning. This should not be a test.
Teacher says: “What’s your name?”, and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present.
Teacher asks: “Where do you come from?” “What country do you come from?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present.
Teacher asks, “How are you today?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
Teacher asks: “What is your age?” How old are you?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
Teacher and student use cassette audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
2. Review
1. Teacher and student play Simon Says with parts of the body:
First, teacher speaks and both do what teacher says. Teacher tries to gradually give directions faster and faster, repeating specific ones more than two times in random order.
Then, student says and both do what student says. If the student has difficulty the teacher offers model of oral request.
“Show me your leg.”
“Touch your leg.”
“Show me your ankle.”
“Touch your ankle.”
“Show me your wrist.”
“Touch your wrist.”
“Show me your finger.”
“Touch your finger.”
“Show me your thumb.”
“Touch your thumb.”
“Show me your arm.”
“Touch your arm.”
“Show me your head.”
“Touch your head.”
“Show me your tooth.”
“Touch your tooth.”
“Show me your teeth.”
“Touch your teeth.”
“Show me your ear.”
“Touch your ear.”
“Show me your foot.”
“Touch your foot.”
“Show me your feet.”
“Touch your feet.”
“Show me your neck.”
“Touch your neck.”
“Show me your hand.”
“Touch your hand.”
“Show me your stomach.”
“Touch your stomach.”
“Show me your back.”
“Touch your back.”
“Show me your nose.”
“Touch your nose.”
“Show me your eye.”
“Touch your eye.”
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
2. Teacher performs appropriate gestures and body movements and vocalizations to simulate ailments with the above parts of the body and asks student: “What’s the matter?” Teacher verifies that student sees and/or feels the gestures and body movements and hears the vocalizations.
3. Oral Practice
Activity A
1. Teacher continues to perform appropriate gestures and body movements and vocalizations to simulate ailments using the various parts of the body practiced earlier. Teacher uses the new structure: “I have a … ache.”
Teacher asks student to follow him in performing appropriate gestures and body movements and vocalizations to simulate ailments using the parts of the body practiced earlier. and the new structure: “I have a … ache.” using parts of the body that can be used with this structure.
Teacher and student perform appropriate gestures and body movements and vocalizations to simulate ailments together, doing the same action an saying the same phrases in English.
Teacher performs appropriate gestures and body movements and vocalizations to simulate a stomach ache. Teacher says: “My stomach hurts.” “I have a stomachache.”
Continues to act out other ailments using the parts of the body and the same structure: “My … hurts.” and “I have a … ache. Continue using the structure: I have a … ache.
Also act out and include “I have a fever.” “I have a cold.” “I have a sore throat.” and “I have a cough.” This can include shivering, coughing, holding one’s nose while speaking to simulate a stuffy nose, and blowing one’s nose loudly with a tissue, etc.
2. Teacher says, “My … hurts.”
and acts it out. Then says: “I have a … ache.” Include fever, cold, sore throat, and cough.
Then, without the body actions or groaning, teacher says: “My … aches,” mentioning all parts of the body above.
Student follows by performing appropriate gestures and body movements and vocalizations to simulate ailments as teacher says them.
Continue to practice until student is comfortable with the language and actions.
3. Teacher asks, “What’s the matter?” “What hurts?”
Student says: “I have a … ache.” or “My… hurts.
Activity B
4. After student has performed appropriate gestures and body movements and vocalizations to simulate ailment and has said, “I have a … ” Teacher says, “She has a … ache,” turning away from the student and addressing imaginary or actual others in the room.
Teacher does the same with “My … hurts.” and “Her … hurts.” or “His … hurts.”
Continue to practice until student is comfortable with the difference between my, your and his … hurts.
5. Teacher performs appropriate gestures and body movements and vocalizations to simulate a different ailment. Asks “What’s the matter?”
Student says, “Your … hurts.” If the student has difficulty the teacher offers model of oral response.
6. Continue to practice until student is comfortable with the difference between my, his, and your … hurts. (Note the difference between his/her and your is difficult for many new English learners with first languages from a variety of language groups, and will take a lot of practice.)
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
4. Reading and Writing
Activity A
1. Teacher puts slips of paper with ailments written on them in large print and/or uncontracted braille in the center of the table.
Student picks a piece of paper, reads it without showing it to anyone. Then, following what she reads on the paper, she performs appropriate gestures and body movements and vocalizations to simulate the ailment. (If student can’t read, teacher whispers what’s written on the slip to her.)
2. Teacher asks, “What’s the matter with her?” or “What’s the matter with him?” turning away from the student and addressing imaginary or actual others in the room. All those present, excluding the acting student, answer.
3. Student and teacher continue to take turns reading and performing appropriate gestures and body movements and vocalizations to simulate all the ailments written on the slips of paper until student feels comfortable both reading and identifying the ailments.
Activity B
1. Teacher helps low level student practice writing names of ailments by copying what is written on the slips of paper. More literate student writes them from memory.
5. Closing
Teacher says that “… hurts.” or “I have a … ache.” Student guesses how to spell the ailment named. If the student has difficulty the teacher offers model of spelling, one letter at a time, asking student to guess next letter, and then providing it.
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
Day 3
Level 1A
Competency Objectives:
Identify parts of the body, Indicate pain/ problems,
Ask about pain/problems, Fill out a simple medical information form.
Vocabulary
Nouns: leg, arm, head, tooth, teeth, ear, foot, feet, neck, hand,
stomach, back, throat, cold, fever, sore throat, cough, ache
medicine, liquids, etc.
Adjectives: sore
Verbs: have, hurt, ache, take, drink, rest, call
Pronouns: possessive pronouns: my, your, his, her
Grammar
Simple present statements: My … hurts. I have a … ache. I have a fever.
Possessive pronouns: My … hurts. His … hurts.
Simple present questions: What’s the matter? What hurts? What’s the problem? What’s your name? Where do you come from? What country do you come from? Where were you born? How are you today? What is your age? How old are you? Are you married, divorced, widowed or single? Do you have children? If you have children, how many children do you have?
Suggested Materials
koosh ball or other soft toy to pass as part of taking turns.
72 4 inch by 6 inch index cards which were previously written on in large print and/or uncontracted braille during Day 1
or 18 sheets of 8.5 inch by 11 inch card stock or braille paper, cut in quarters, which were previously written on in large print and/or uncontracted braille during Day 1
one audio recorder and blank cassette (if using tape recorder) for recording parts of the lesson
handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision,” to refer to during the lesson if necessary
1. Greeting/Warm-up
This is a relatively easy exercise for beginners, and provides a context for relaxing and learning. It should not be a test.
Teacher says: “What’s your name?”, and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present.
Teacher asks, “Where are you from?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present.
Teacher asks, “How are you today?” and passes koosh ball.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
Teacher asks: “Where do you come from?” “What country do you come from?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
2. Review
Teacher asks: “What is your age?” “How old are you?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
Teacher asks: “Are you married, divorced, widowed or single?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
Teacher asks: “Do you have children?” If the answer is “yes,” teacher then asks: “How many children do you have?” and passes koosh ball or other soft toy.
Student responds. If the student has difficulty the teacher offers model of oral response.
Student tries to ask the same question the teacher has asked, and passes the ball or other soft toy to the person who is being asked. This is either the teacher or another person who is present. If the student has difficulty the teacher offers model of how to ask the question.
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
Oral Practice With Simulations
Teacher performs appropriate gestures and body movements and vocalizations to simulate ailments one at a time (headache, stomachache, toothache, backache, fever, sore throat, cough, etc.). Then asks, “What’s the matter?” And “What’s the problem?” Teacher passes ball or other soft toy to student to indicate that it is her turn to answer.
Student answers “You have a headache” or “stomachache” etc. and passes koosh ball or other soft toy back to teacher or to other people present.
If the student has difficulty the teacher offers model of oral response.
3. Reading Practice
Activity A
Teacher places the index cards on the table face down.
Teacher and student each take turn picking a card.
Teacher models a conversation, beginning with “How are you?”
Student responds, and then is encouraged to ask the teacher “How are You?”
The teacher responds with “Not so good.” Then, the teacher reads the card and tells the ailment on his card. “My … hurts.” “I have a … ache.” etc.
Then teacher says to the student, “How are you?”
The student responds, “Not so good.” and reads the ailment on her card. If there are two students present, they can practice the conversation with each other too.
If the student has difficulty the teacher offers model of oral response.
Activity B
Teacher performs appropriate gestures and body movements and vocalizations to simulate ailments one at a time.
Student names the ailment in English.
If the student has difficulty the teacher offers model of oral response.
Teacher shows jar of pills or capsules and says: “This medicine might help.” Or shows box of Band-Aids and says: “These Band-Aids might help.” Or lays down on couch and says: “Rest might help.” etc. Encourages student to try to say in English what might help various ailments.
Teacher writes the cures in large print or braille.
Repeat the process.
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
4. Reading and Writing
Activity A: Reading the Dialog
First, teacher reads over the entire dialog, using two distinct voices to dramatize the fact that the dialog represents a conversation between two people.
Then, teacher and student read over the Health dialog together, reading both parts, so the student can become familiar with the entire dialog. Make sure the student understands that the dialog represents what two people say to each other.
Then, teacher takes the part of Person 1 and student takes the part of Person 2, and they read their parts in the dialog.
Health Dialog
Person 1: Hi! How are you?
Person 2: Not so good.
Person 1: Why? What’s the matter?
Person 2: I don’t feel good.
Person 1: What’s the matter?
Person 2: I have a headache.
Person 1: Oh. I’m sorry. I hope you feel better soon.
Activity B
1. Then, teacher takes the part of Person 1 and student takes the part of Person 2, and they read their parts in the dialog again.
This time, when they reach the end of the written dialog, the teacher asks the student questions about various ailments, using the question hierarchy. For example: “Does your head ache?” “Does it ache a little or a lot?” Does it ache more when you sit or lie down?” “When did it begin to ache?” etc.
2. The student answers the questions. The teacher writes down the student’s answers in large print and/or uncontracted braille to make a story about ailments that someone has.
3. Then, the teacher takes the part of Person 2 and the student takes the part of Person 1, and they read their parts in the dialog again.
This time, when they reach the end of the written dialog, the student can try asking the teacher questions about various ailments, using the model of the questions that the teacher previously asked.
4. The teacher answers the questions. The teacher writes down his answers in large print and/or uncontracted braille to make a story about ailments that someone has.
The teacher reads the student’s story and then the student reads her story.
The teacher reads his story and then the student reads the teacher’s story.
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
5. The less literate student copies the stories. The more literate student writes her own story.
5. Closing
Teacher helps student read and write the answers to the simple medical information form.
Teacher and student use audio recorder and blank cassette (if using tape recorder) to record what has been learned.
(For a detailed description of the procedure to be followed, see handout “Using An Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision.”)
List Of Sentences For the Slips of Paper for Activity
My leg hurts.
My leg aches.
My ankle hurts.
My ankle aches.
My wrist hurts.
My wrist aches.
My finger hurts.
My finger aches.
My thumb hurts.
My thumb aches.
My arm hurts.
My arm aches.
My head hurts.
My head aches.
I have a headache.
My tooth hurts.
My tooth aches.
I have a toothache.
My teeth hurt.
My teeth ache.
My ear hurts.
My ear aches.
I have an earache.
My foot hurts.
My foot aches.
Both of my feet hurt.
Both of my feet ache.
My neck hurts.
My neck aches.
My hand hurts.
My hand aches.
My stomach hurts.
My stomach aches.
I have a stomachache.
My back hurts.
My back aches.
I have a backache.
My nose hurts.
My nose aches.
My eye hurts.
My eye aches.
I have an eye ache.
My throat hurts.
My throat is sore.
I have a sore throat.
I have a cold.
I have a fever.
I have a cough.
I have a runny nose.
I have a stuffy nose.
Your head hurts.
Your head aches.
You have a headache.
Your stomach hurts.
Your stomach aches.
You have a stomachache.
Your tooth hurts.
Your tooth aches.
You have a toothache.
Your back hurts.
Your back aches.
You have a backache.
You have a headache.
You have a stomachache.
You have a cold.
You have a fever.
Your throat hurts.
Your throat is sore.
You have a sore throat.
You have a cough.
You have a runny nose.
You have a stuffy nose.