ESL Lesson 3.4: Medical Technology

Transcription

1 ESL Lesson 3.4: Medical Technology Industry-related ESL for Health Care Background information for the instructor: Increasingly, sophisticated prosthetic limbs more and more accurately mimic the function and appearance of the biological counterparts they replace. Radiation therapies are becoming more accurate and specific in the treatment of cancer. Biological scanning instruments such as the MRI are making it increasingly possible to detect illnesses in their early stages when they are most easily treatable. These are just a few technological advances which have changed the face of health care. Working with technologically sophisticated instruments and equipment is a regular aspect of most health care providers jobs. In this lesson, students will become familiar with terminology related to some aspects of medical technology. 36

2 Industry-related ESL for Health Care Lesson Objectives Assessment Evidence Recall and understand background information. Generate and orally practice industry-related vocabulary (five words). Orally practice and accurately identify vocabulary through picture clues (five words). Alphabetize health care vocabulary. Accurately pronounce and use the suffix ation. Define and use compound words. Accurately read industryrelated clues to complete a crossword puzzle. Write a narrative paragraph about a medical procedure. Informal listening/observation of student participation Informal listening/observation of student participation Informal listening/observation of student participation Informal assessment of student participation and completion of activity Informal assessment of student participation and completion of activity Informal assessment of student participation and completion of activity Completion of activity Writing Assessment Rubric / Collect for student portfolio 37

3 Develop students background information: Briefly review topics covered in previous lessons: the importance of communicating clearly and effectively with patients and co-workers the importance of understanding human anatomy and physiology, and the functions of the human body s various metabolic and structural systems the importance of earning a patient s trust by demonstrating competence, professionalism and integrity the importance of gathering accurate information about a patient s medical history and vital signs, so that the physician can diagnose their condition and develop a plan of treatment for them In today s lesson, the student will learn the language related to some of the medical devices, instruments, and machines used in contemporary health care. Materials: Flip chart paper, markers, student notebooks, 3X5 cards, visuals from teacher lesson plan pages 6-14 Initial Inquiry Initiate a discussion with questions like: Have you or anyone you know ever had a medical procedure? What was this procedure? Do you know why it was necessary to have it? Do you know some medical procedures that require special instruments or machines? The instructor may encourage student participation by sharing some personal experiences. Accept all reasonable responses from the students. As they share their ideas, jot notes on the flip chart, underlining the key vocabulary that emerges. The instructor may assist the students to elicit key terms. Orally define the vocabulary with student input. Explicitly point out the cognates or near cognates. These are highlighted in the suggested vocabulary list. Practice the cognates, and draw the students attention to their pronunciation, focusing on the vowel sounds and tricky consonants (electrocardiogram. surgery, fracture, transfusion, physical, poisoning, CAT scan, endoscopy, chemotherapy, radiation, medication, tumor, speech, therapy, appendectomy, sonogram). Post the generated vocabulary on the classroom wall. Have the students write the vocabulary in their notebooks. 38

4 Suggested vocabulary might include: ultrasound X-ray blood tests lab tests dental extraction tooth filling C-section (cesarean) eye exam MRI endoscopy EKG (electrocardiogram) stress test sonogram surgery bone fracture/cast hearing test hearing aids transplant chemotherapy/cancer therapy physical therapy radiation medication migraine pacemaker dental braces CAT scan machine tumor MRI machine ultrasound machine X-ray machine surgical robot speech therapy biopsy mammogram Pap smear gynecological exam EKG machine (electrocardiograph) appendectomy/appendicitis robotic surgery transplant tonsillectomy EEG (electroencephalogram) Provide definitions of the following vocabulary. Write them on the flip chart, and have the students copy them and read from their notebooks. They will need these definitions for future reference. Check for understanding and clarify as needed. CAT scan / computerized axial tomography- an imaging method used to supplement X-rays and ultrasounds in diagnosis endoscopy a diagnostic procedure which involves inserting an optical device such as an endoscope a flexible tube containing a light and a video camera into the body MRI / magnetic resonance imaging an imaging method which uses radio signals rather than radiation EKG / electrocardiogram a diagnostic procedure in which the electrical activity of the heart is mechanically recorded Ultrasound cyclic sound pressure, of a frequency higher than human hearing, which can be applied to the exterior of the body to produce images of the internal organs EEG / electroencephalogram -- a diagnostic procedure in which the electrical activity of the brain is mechanically recorded 39

5 CAT scan machine CAT scan image 40

6 electrocardiogram electrodes 41

7 electrocardiograph machine 42

8 EEG electroencephalogram endoscopy 43

9 knee implant pacemaker implant MRI machine 44

10 endoscope 45

11 MRI image sonogram 46

12 robotic surgery ultrasound machine 47

13 Learning Activity Explain that one important use of the alphabet is to make lists, such as school attendance lists, and organize information. Patient medical records are filed in alphabetical order. Words and names are alphabetized according to the order that letters appear in them. If the first letters of two words are the same, then their second letters determine their order in a list. If the first and second letters of two words or names are the same, their third letters determine their order, and so on. Group the students in fours. Instruct them to review the vocabulary on the flip chart and alphabetize it. Give each group markers and a blank sheet from the flip chart. Instruct them to work collaboratively within their groups to create their alphabetized lists of the vocabulary. The instructor may write the English alphabet on the flip chart to assist the students with this exercise. Circulate and assist as needed. Listen for oral use of English, participation, and watch for students who are hesitant to speak. Assessment: Informal assessment of student participation and completion of activity for student portfolio Sounds of English Refer the students to the corresponding page in the student workbook entitled Suffixes. Explain that a suffix, or ending, is an affix (a term for a morpheme, or linguistic unit), attached to the end of a word to form a new word. An example of a suffix is the ending ation. This suffix added to the end of a word expresses state, condition, or quality of, and indicates that the stem word has become a noun. Write the following on the flip chart: location duration reputation vibration sensation preparation consideration situation exploration recommendation examination implantation medication hospitalization Read the words aloud, and ask the students to repeat. Have them practice reading the words to their partners, and reverse roles. Encourage student participation. Check that the students pronunciation, intonation and rhythm match yours. 48

14 Have the students complete the activity in their workbook. Once most of the students have finished the activity, regroup as a whole and ask for volunteers to share with the class. Assessment: Informal assessment of student participation and completion of activity Related Language Activity Explain to the students that many of the vocabulary words are compound words. A compound word is a word made up of two separate words. Write the following on the flip chart: ultra + sound = pace + maker = table + spoon = head + ache = heart + burn = breast + bone = ultrasound pacemaker tablespoon headache heartburn breastbone Read each pair of words, and then read the compound word that is formed by combining them. Have the students echo read. Call on volunteers to read the above six compound words with the class repeating. Pair the students. Refer them to the corresponding page in the student workbook entitled Compound Words. Lead the students in an echo reading of the words in each box as they follow along. Read slowly and enunciate clearly. Ask the students to read the words to a partner, and then reverse roles. Ask the students to work in pairs to complete the activity in the workbook. Assessment: Informal assessment of student participation and completion of activity Reading in Context Explain that a crossword puzzle is a word game in which words are filled into a pattern of numbered squares, vertically and horizontally. The numbers relate to questions or clues to which fill-in words are answers. Crossword puzzles are a popular adult pastime that can help a language learner build vocabulary. In today s reading lesson, the students will solve a crossword puzzle about medical technology. The answers to the clues are words the students learned in today s lesson. Refer the students to the corresponding pages in the student workbook entitled Crossword Puzzle. Have the students work in pairs to solve the puzzle. When the students have finished the activity, have them come together as a class to check their responses. Have volunteers read the clues and answers. 49

15 Listen for correct pronunciation, intonation and rhythm. Assist and clarify as needed. Answer Key: Across: 5. extraction 6. migraine 8. MRI 9. robotic surgery Down: 1. ultrasound 2. transplant 3. tonsillectomy 4. biopsy 5. electrocardiogram 7. endoscopy Assessment: Informal assessment of student participation and completion of activity Writing in Context Writing a Personal Narrative Explain that a personal narrative is a story in which a writer tells something that happened to him or herself. The author often describes an event that taught them something or that changed the way they think. Write the following information on the flip chart, and explain that it describes one way to write a personal narrative, and that it is the approach they will use for this lesson: An Approach to the Personal Narrative: Tell your story from your (the narrator s) point of view, in the first person singular simple past tense. At the beginning of the story introduce yourself. If you like you may use your name. Describe an event that happened to you. Tell how the event changed how you see or understand something.. 50

16 Clarify and explain the information presented in the bullets until the students are satisfied that they understand. Instruct them to write a short narrative about an experience they had with a medical procedure that had an impact on their attitudes or opinions or how they see something. Students who feel they have nothing fitting to relate, or who are not comfortable sharing such information, may write about a friend or relative who they know has had such an experience. Instruct the students to ask themselves the wh questions about their experience: Who? What? When? Where? Why? How? Explain that answering these questions will help them clarify their thoughts and tell their story. Explain that these are the basic questions most stories answer. Refer the students to the corresponding page in the Student Workbook entitled Writing a Narrative. Have them write their narratives individually. Circulate and assist as necessary. Instruct the students to use words from the lesson s vocabulary lists as much as possible. Assessment: Writing Assessment Rubric, collect the writing samples for the student portfolio. Summary Have the students summarize the day s activities. Write the summary on the flip chart. Ask questions like: What did you learn today? May I ask for a volunteer? The students summary should include comments like: Today we learned about medical technology. We learned the names of some medical devices, tools, and machines used in the health care system. Some medical procedures we learned about are an MRI, an ultrasound, and a CAT scan. Some of these procedures are used to diagnose illnesses or to determine the treatment for individual patients. We learned to identify the machines or devices used in these procedures through the use of pictures. We also learned what these procedures are used for. For example, an EKG is used to learn about how a patient s heart is working. We also did an activity to alphabetize some of the vocabulary we talked about in this lesson. We learned about adding the suffix ation to words in English to form a new word. We learned what a compound word is, and we formed some compound words. We worked with a partner to solve a crossword puzzle. We wrote a personal narrative telling about an experience we have had with a medical procedure. Have the students complete Lesson #3.4 Lesson Review in the student workbook. 51