describing ailments and symptoms - queens · pdf filesession 2 describing ailments and...

Adult LearnerESOL Program

2 • DESCRIBING AILMENTS & SYMPTOMS

IntermediateENGLISH FOR YOUR HEALTH

Cold and Flu – Many people have a hard time distinguishing between cold andflu. Although the two illnesses do have similar symptoms, they are causedby different viruses and should be treated differently. Colds are generallymilder than the flu, and usually accompany a runny or stuffy nose. The fluis more severe and includes symptoms such as fever, body ache, extremefatigue and dry cough.

Swollen Glands – Glands, or ‘lymph nodes’ are part of the body’s immunesystem, and when they are swollen, can be the first sign of an infection.Glands which commonly swell when the body’s immune system is downare found in the neck, under the chin, in the armpits and in the groin.

Sinus Infection – A sinus infection, otherwise known as “sinusitis,” occurs whenthe sinuses or nasal passages become inflamed. Sinus infections can causediscomfort and are sometimes painful, as they usually include headachesand pressure around the eyes, nose, cheeks and temples. These infectionscan be treated by using over-the-counter products or prescriptionmedication, depending on the severity of the infection.

Laryngitis – Laryngitis is an inflammation of the larynx, or voice box, due tobacterial or viral infection, irritation or over-use. It can cause a hoarsevoice, or even voice loss. Other symptoms include sore throat, dry cough,swollen glands and difficulty swallowing. Treatment for laryngitis varies,as it depends on the cause, but can include medication or voice treatmenttherapy.

Ulcer – A gastric ulcer is a sore found in the lining of the stomach. Ulcers makethe stomach highly sensitive to acid, and can be quite painful. Symptomsmay include nausea, vomiting, loss of appetite, weight loss, fatigue,weakness and blood in the stool or vomit. Ulcers can also have manycausal factors, including excessive drinking, stomach, stress, andincreased caffeine consumption. They can be treated through a variety ofmethods, including medication and behavioral changes such as reducingstress.

Migraine – Migraines are a common disorder affecting many Americans. Theyare severe headaches, often accompanied by nausea or vomiting.Migraines affect women more than men. The cause of migraines remainsunknown. Treatment includes painkillers, anti-nausea medication andavoidance of triggers.

Session 2Describing Ailments and Symptoms

Teacher Notes

CommonAilments and

Symptoms

1




Websites

Objectives

Materials Needed

Presentation

Stomach Virus – Stomach virus, otherwise known as gastroenteritis, damagescells that line the stomach, thus causing increased fluid resulting inwatery diarrhea. Other symptoms include nausea and vomiting, possibleheadache or fever and abdominal cramps. This virus is contagious, and isgenerally caused by consuming contaminated food or water. The mostimportant treatment method is to drink plenty of fluids, since the severeloss of fluids can result in dehydration which could cause furthercomplications. Medications, such as antibiotics, have no effect on thistype of viral infection so they should not be used in this case.

www.cdc.gov/flu/about/qa/coldflu.htmwww.emedicinehealth.com/sinus_infection/page6_em.htmwww.mayoclinic.com/health/laryngitis/DS00366www.healthscout.com/ency/68/119/main.htmlwww.medicinenet.com/gastroenteritis/page2.htm

• Learners will be able to name illnesses and symptoms that affect at least 3 bodystructures and systems.

• Learners will be able to talk about illnesses and symptoms relating to the bodystructures and systems.

• Learners will be able to use the vocabulary words in sentences/short paragraphto describe illnesses and symptoms.

• Learners will be able to talk about other people’s medical/health information.• Learners will be able to write a dialogue or a short paragraph.

Board paperChart paperMarkersIndex cards (or use pre-written cards)Laminated symptom/ailment pictures: The Flu, AsthmaLaminated photos of people (for Activity 3)Student worksheets: 2a (for Activity 2); 2b (Should I call the doctor?); 2c (Describ-

ing Pain; 2d (Word Search – homework); 2e (Instructions for Patients with aStomach Virus – homework)

Handout: Over-the-Counter Medications (optional homework)

Describing Illnesses and Symptoms

2




1. Write the word “Flu” on the board and show the laminated pictures of peoplewith the flu. Ask the learners: “How do you feel when you have the flu? Whatparts of the body would hurt or feel bad?” Write the responses on the boardafter each question.

2 Draw a chart on the board. Write the following words, each in a separatecolumn: “Illnesses” on the first column, “Symptoms” on the second column,and “Body Parts” on the third column. Then point to the word Illnesses and say“Illnesses are health problems. The flu is an illness.” Point to the wordSymptoms and say: “A symptom is how you feel when you have the illness.Runny nose, sore throat, headache, and fever are symptoms of the flu.” Askthe learners to repeat what illnesses and symptoms are.

3. Show the laminated pictures of a person with an asthma inhaler, and ask thelearners: “What do you think is this person’s health problem?” One or two ofthe learners may know the word. Repeat the word to the class and write theword “Asthma” on the board. Then ask one of the learners to write the wordunder the appropriate column on the board. Act out an asthma attack (coughingand wheezing and shortness of/gasping for breath). Then say: “I just had anasthma attack.” Act out the symptoms again. Then say: “What was I doing?What do you think are the symptoms of an asthma attack?” Act out thefollowing vocabulary terms once more and elicit them from the learners:coughing; wheezing (a whistling or squeaky sound when you breathe); andgasping for breath. Write each vocabulary term on the board after acting it out.Ask the learners to translate vocabulary words in their own language ifnecessary.

4. Ask learners to act out the asthma attack using the symptoms. Then ask thelearners: “What parts of the body would hurt or feel bad when one has anasthma attack?” Elicit the response “lungs.”’ Ask them to write their responseson the board under the appropriate column (Illnesses, Symptoms, Body Parts).The whole class verifies that the answer is correct.

5. Write the words “Stomach Virus” on the board. Say: “Does anyone know whata stomach virus is?” Write responses on the board. Then say: “Stomach virusis an illness that makes you feel like going to the bathroom many times. Thisis called diarrhea. It may also make you feel like throwing up. Another wordfor throwing up is vomiting. Stomach virus affects the stomach.” Ask thelearners to recap the information just given and come up to the board and writethe new words (stomach virus, stomach, diarrhea, vomiting) under theappropriate heading.

1. Divide the class into groups of 4. Give out a copy of Worksheet 2a (blankinformation on ailments/illnesses and symptoms). On index cards, write thedifferent ailments/illnesses. Each group will pick one by lottery.

2. Ask the learners to write three ways to treat each illness or symptom on the list.Ask each group to present their work to the class.

Activity 1Naming the

Symptoms andIllnesses

Activity 2Ailments/

Illnesses List

3




1. Large Group ActivityShow learners laminated pictures of at least 4 different people. Ask them tomake up information about each one. Write the following questions on theboard one at a time as you ask them:• What is his or her name?• Where is he/she from?• How old is he/she?• What do you think is his/her health problem?• How long has he/she had this problem?

2. Review all the information given with the class. Ask the learners to practiceasking and answering questions orally.

3. Go back to question, “What do you think is his/her health problem?” Then ask:“What should he/she do?” Write responses on the board. Then ask: “Whatwould one do about this problem in your country? What would one do aboutthis problem here?” Write any new responses on the board.

4. Pair/Small Group PracticeDivide the class into pairs with 3-4 learners in a group, depending on class size.Give each pair/group one of the pictures. Ask each pair/group to answer thequestions on the board using their picture. Walk around the room to facilitatethe activity.

5. Ask learners to write a paragraph on the picture activity as part of theirportfolio.

1. Ask learners to work with a partner to complete Worksheet 2b (Should I call thedoctor?)

2. Discuss as a class.

Activity 3Learner-

GeneratedParagraph

Using Picturesof People

Activity 4Should I callthe doctor?

4




1. Elicit from the learners any words they know to describe pain (sharp, dull,aching, throbbing, tingling, numbness).

2. Introduce any of the words they don’t mention. Write them on the board.3. Hand out Worksheet 2c (Describing Pain). Ask learners to listen to the dialogues

and mark the charts for each of the patients.4. Play each recording. After each recording, ask learners to check with a partner.

Then go over as a class, reviewing new vocabulary.5. For additional practice, they can read with a partner.

Dr. Harris: What brings you here today?Lily: I’ve had this weird pain in my back for the past three weeks.Dr. Harris: Is it constant or intermittent?Lily: Not constant—but fairly often.Dr. Harris: I see. How would you describe the pain?Lily: It’s pretty sharp.Dr. Harris: On a scale of 1 to 10—10 being the worst—when you have

the pain, how bad is it?Lily: About a seven.Dr. Harris: Does it radiate down your leg?Lily: Actually, sometimes it does.Dr. Harris: Any other symptoms?Lily: No.Dr. Harris: Okay, let’s take a look. You say it is the left side of your

lower back?Lily: Yes—right here.

Dr. Patel: I see on the chart you marked that you have a dull pain inyour right shoulder.

Jim: Yes—it’s right about here.Dr. Patel: But no numbness or tingling in your arm?Jim: Not reallyDr. Patel: How long have you had the pain?Jim: At least for the last month, it’s always there.Dr. Patel: I see. On a scale of 1 to 10—10 being the worst—how bad

is the pain?Jim: Around a five.Dr. Patel: Okay. Let me see you raise your arm as high as you can.

Activity 5Describing

Pain

5




1. Write the following dialogue on the board, and play the recording for your class.A: You don’t look so good. Are you okay?B: I have a stabbing pain in my head.A: How long have you had this problem?B: Two weeks.A: Two weeks! Are you serious?

2. Brainstorm with your class for possible responses to the dialogue, such as:• Why don’t you see a doctor?• Have you tried drinking hot tea with honey?• What/How about getting a massage?• You should take Tylenol and a hot shower.

Remind learners of the different responses they have given. (Refer toActivity 3, #3.)3. Practice the dialogue with the class, with the Teacher as “A” and Student as

“B”. For additional practice, ask learners to practice with partners.

Administer the Body Systems quiz. After the learners finish, check as a class.

Give each learner copies of Worksheets 2d (Word Search) and 2e (Instructions forPatients with a Stomach Virus) to complete at home.Optional: Hand out a reading on Over-the-Counter (OTC) Medications.

Activity 6Dialogue/Role

Play

Assessment

Homework

6



Worksheet 2a-1 (for Activity 2)

1. Flu a. Drink plenty of fluids. b. Get plenty of rest. c. Take Tylenol (Acetaminophen) for pain or to bring down your fever. d. Drink hot tea. e. Stay home from work or school so you don’t spread your germs. f. Put a cold compress on your forehead to bring down the fever.

2. Headache

a. Take Advil or Motrin (Ibuprophen) for the pain. b. Take a nap or try to rest. c. Put a cold compress on your head. d. Drink hot tea with lemon.

3. Stomach Virus

a. Eat a bland diet. b. Drink plenty of water or Gatorade to stay hydrated. c. Take Pepto Bismol for diarrhea or nausea. d. Drink ginger ale for stomach cramps or pain.

Teacher’s Version

List three ways to treat the following illnesses or symptoms.

7




4. Cold a. Get plenty of rest. b. Drink hot fluids such as tea with lemon or chicken soup. c. Take Sudafed (Pseudoephedrine) for congestion. d. Drink a lot of fluids such as water and orange juice. e. Take Vitamin C drops. f. Cover your mouth when you sneeze and wash your hands so you don’t spread germs.

5. Diarrhea a. Take Pepto Bismol. b. Drink plenty of water and Gatorade. c. Eat a bland diet. d. Drink ginger ale for stomach cramps.

6. Cough a. Take Robitussin for chest congestion and coughing. b. Drink hot tea. c. Take cough drops. d. Get plenty of rest. e. Cover your mouth when you cough so you don’t spread germs.

Teacher’s Version

8




Teacher’s Version

7. Sore Throat a. Take throat lozenges or cough drops. b. Gargle with warm water and salt. c. Drink plenty of water and juice. d. Drink hot liquids such as tea and soup.

8. Nausea

a. Lay down and try not to move around too much. b. Take Pepto Bismol for vomiting. c. Eat a bland diet. d. Eat peppermint candy. 9. Knee Pain

a. Take Advil or Motrin (Ibuprophen) for pain or swelling. b. Wrap an Ace Bandage around the knee. c. Avoid walking and climbing stairs. d. Bring down swelling by applying ice to the knee. e. Use an ointment like Ben-gay for the pain. 10. Fever

a. Take Tylenol or Acetaminophen. b. Use a cold compress on the forehead. c. Get plenty of rest. d. Drink plenty of fluids.

9



Worksheet 2b – Should I call the doctor?

Teacher’s Version

Read the sentences. Check the correct answer:

Should you call the doctor now?Symptoms

YES NO SOMETIMES

Your child has a fever of 99 degrees F. X X

You have been vomiting for 3 days. X

You have a rash all over your face. X X

Your spouse complains of a throbbing headache.

X

You have bad chest pains. X

You have a stomachache. X

You have had problem sleeping for a week. X

You have had a throbbing headache for a week. X

You have a sore throat and a runny nose. X

You have diarrhea for 3 days. X X

(Write your own example here.)

10



Describing PainDirections: Listen to the dialogue, then fill in the charts for Lily and Jim.

Name Lily Persaud 0 Date June 14, 2010 0

Describe your pain — circle all that apply to you.

Sharp/Dull Radiating Numbness Tingling Constant/Intermittent

Mark the area of your pain on the figure at right:

Circle the level of pain (0 = no pain, 10 = extreme pain):

1 2 3 4 5 6 7 8 9 10

__________________________________________________________________________________________

Worksheet 2c – Describing Pain

Name Jim Loring 0 Date June 14, 2010 0

Describe your pain—circle all that apply to you.

Sharp/Dull Radiating Numbness Tingling Constant/Intermittent

Mark the area of your pain on the figure at right:

Circle the level of pain (0 = no pain, 10 = extreme pain):

1 2 3 4 5 6 7 8 9 10

11



Worksheet 2d – Word Search (Homework)

Teacher’s Version

Word Search - Ailments and Symptoms

diarrhea

rash

fever

flu

itch

sore

burn

nausea

stuffy

ache

dull

stabbing

throbbing

fatigue

12



Worksheet 2e-1 – Instructions for a Patient with a Stomach Virus (Homework)

Teacher’s Version

Instructions for Patients with a Stomach Virus

1. If you are throwing ____________, do not eat or drink for ____________ hours.

a. in a. lunch

b. out b. sick

c. over c. several

d. up d. stomach

2. Eat a bland __________________________. This will _____________ your stomach.

a. diet a. difficult

b. medicine b. help

c. doctor c. suggest

d. idea d. virus

3. Eat small _________________ of such foods ______ soup, rice, toast or crackers.

a. toast a. for

b. amounts b. with

c. sugar c. because

d. up d. as

13



Teacher’s Version

Worksheet 2e-2 – Instructions for a Patient with a Stomach Virus (Homework)

4 . ____________ spicy foods until you feel better.

a. Collect

b. Pretend

c. Avoid

d. Diagnose

5. Make sure to _______________ water or other _________________

a. prevent a. diarrhea

b. ask b. beverages

c. drink c. disease

d. prescription d. simple

14



Laminated Symptom/Ailment Pictures – 1

The Flu

15




The Flu

16




Asthma

17



Laminated Photos of People – 1 (for Activity 3)

Sam

18




Lisa

19




Sofia

20




Brian

21




Lan

22




Yasmeen

23

Adu

lt L

earn

erE

SOL

Prog

ram

Inte

rmed

iate

EN

GL

ISH

FO

R Y

OU

R H

EA

LTH


Lu

is

24




Monique

25



Assessment – Sessions 1 & 2

Class ___________________________

Date _____________________________

English for Your Health

Intermediate

Sessions 1 and 2

Body Systems

Read the sentences. Check true or not true.

1. The kidneys pump the blood. true not true

2. We use the tongue to taste food. true not true

3. The spine is made of bones. true not true

4. Your feet hurt. You have asthma. true not true

5. You may feel nausea with a stomach virus. true not true

Name_____________________________ID #______________________________

26



Checklist for Choosing Over-the-Counter (0TC) Medicine for Adults

Information I need before going to the store:

Problems(s) or symptoms(s) to be treated:_______________________________________________________

Allergies or other health problems: _____________________________________________________________

Any medicine used for this problem before or medicine recommended by the doctor:____________________________________________________________________________Other medicines (OTC and prescription), vitamins, and other dietary supplements being used: ____________________________________________________________________________

Doctor: ______________________________________ Pharmacy: __________________________________

At the store:Find the group of medicines that treats the problem(s) or symptom(s) (such as pain, cough, or allergy). Find the form of medicine (such as tablet, capsule, or liquid) wanted.

Read the “Drug Facts” label carefully on each medicine package.

Drug FactsActive ingredients/Purposes

Make sure the Active Ingredients aren’t the same as those in another medicine already being used.If the medicine contains more than one Active Ingredient, read the Purposes of each active ingredient to make sure all of the active ingredients are needed for the problem(s) or symptom(s) to be treated.

UsesFind medicine that treats only the problem(s) or symptom(s) to be treated.

WarningsIs there any reason this medicine shouldn’t be used?Is there any reason to talk to a doctor or pharmacist before using this medicine?

DirectionsFind the correct dose on the package. Make sure liquid medicine comes with a measuring tool (such as dosing or measuring cup). If not,ask for one at the pharmacy. Spoons made for eating and cooking may give the wrong dose andshouldn’t be used.

Check with the doctor or pharmacist to be sure the new medicine can be used with other medicines being used.

OTC Medications – Reading #1-1 (Homework) 27



OTC Medications – Reading #1-2 (Homework)

The Drug Facts labelIn the United States, each OTC medicine has a Drug Facts label. The Drug Facts label is there to help you choose the right OTC medicine and use it safely. All medicines, even OTC medicines, can cause side effects (unwanted or unexpected effects). But if the directions on the label are followed, the chance of side effects can be lowered.

Sections of the label The Active ingredients/Purposes section tells you the part of the medicine that makes it work (active ingredient), what it does (purpose), and how much of each active ingredient is in each unit (such as pill, capsule, or teaspoon). Choose a medicine that treats only the problem(s) you want to treat. Extra medicine won't help, and could cause harmful or unwanted side effects.

The Uses section tells you the problems the medicine will treat. The problem(s) you want to treat should match at least one of the Uses.

The Warnings section tells you: • When to talk to a doctor first.• How the medicine might make a person feel.• When the medicine shouldn’t be used.• Things that shouldn't be done while using the medicine.• When to stop using the medicine.• To check with a doctor before using medicine if the person is pregnant or breastfeeding.• To keep medicines away from children.

The Directions section tells you how use the medicine safely: • How much to use. • How to use it.• How often to use it (how many times per day, how many hours apart).• How long it can be used.

The Other Information section tells you how to keep the medicine when it isn’t being used.

The Inactive ingredients section tells you the parts of the medicine that aren’t the active ingredient(s). These parts are added to the active ingredient(s) to help shape the form, to flavor or color the medicine, or to help the medicine last longer (preservatives). Check this section to see if there is anything that might cause an allergic reaction.

Using more medicine than directed may raise the chance of unwanted side effects. If you think more isneeded, or the medicine is needed for a longer time, talk to the doctor.

Using less medicine than directed may not help and could cause unwanted side effects.

Child safety caps on medicines can help keep children safer in your home. Most OTC medicines come withchild safety caps. For your family’s prescription medicines, you can ask your pharmacist for child safety caps.

U.S. Department of Health and Human Services Food and Drug Administration

28



OTC Medications – Reading #2 (Homework)

You know what’s in your medicine cabinet, but do you know what’s in your medicines?

You might be surprised to know that

your over-the-counter medicine may

contain the same active ingredient found

in some prescription or common cold/flu

medications. Taking more than one

medicine means you could be receiving

too much of the same active ingredient,

and more is not better.

Know your medicines. Always read

and compare labels. And consult your doctor

or pharmacist if you have any questions.

Take the time to be careful.

Learn more at: www.BeMedWise.org

National Council on Patient Information and Education

U.S. Food and Drug Administration

29



OTC Medications – Reading #3 (Homework) 30

describing ailments and symptoms - queens · pdf filesession 2 describing ailments and...

Documents