Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 1
The Minnesota Literacy Council created this curriculum with
funding from the MN Department of Education. We invite you
to adapt it for your own classrooms.
Intermediate Level (CASAS reading scores of 201-220)
Health Unit: Week 2
Unit Overview
This is a 3-week unit where students will describe symptoms and ailments to a doctor using the
present perfect and for/since and practice making doctor’s appointments. They will also read
prescription labels, fill out medical history and child immunization forms, and discuss
healthy/unhealthy lifestyle practices.
Focus of Week 2
Using the present perfect and for/since to describe symptoms and other activities.
Reading prescription labels and having conversations with a pharmacist
Filling out medical history and child immunization forms
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 2
Health Unit: Week 2, Monday
Objectives Learners will be able to…
Materials
Life skill: Call and make a doctor appointment, and
interpret/fill out a medical history form.
Listening/speaking: Listen for and provide the appropriate
information needed when making a doctor’s appointment.
Transitions: Understand the purpose of a medical history
form.
Grammar: Use the present perfect to describe things they
have done.
Make Student Copies
Handout: Have you ever…Mingle
Handout: Present Perfect
Handout: Making a Doctor’s Appointment, Student A
and B
Handout: Medical History Form
Make Single Copies or Reference
Making a Doctor’s Appointment, Teacher Copy
Props, Technology, or Other Resources
ELMO or overhead projector
Lesson Plan
Warm Up: Grammar (50mins)
Description: Ss will ask/answer present perfect questions in a mingle and then do some form-focused practice.
Materials/Prep: ELMO or overhead projector; make copies of the Have you ever…Mingle and Present Perfect
handouts.
Activity 1: Listening/Speaking/Life Skill (45mins)
Description: Ss will discuss what information is generally needed when making doctor’s appointments, and
listen to conversations between a receptionist/patient and practice their own conversations.
Materials/Prep: ELMO or overhead projector; make one copy of the Making a Doctor’s Appointment,
Teacher Copy and multiple copies of the Student A and Student B copies.
Activity 2: Life Skill/Transitions (20-30mins)
Description: Ss will fill out a medical history form.
Materials/Prep: make copies of the Medical History Form.
Wrap-up * Time permitting*
Ask Ss to write down 1-2 present perfect sentences in their notebooks. Then have a few Ss come up to the
board and write one sentence down. Have the rest of the class correct the grammar if necessary.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 3
Teacher Directions: Warm Up: Grammar
Materials: ELMO or overhead projector; Have you ever…Mingle, Present Perfect
Step 1: Introduce the Activity
Write these questions on the board: (1) Have you ever been sick? What did you have? (2) Have you
ever visited a doctor’s office in the US? What was it for? (3) Have you ever broken a bone? If yes,
what bone(s)? (4) Have you ever been to the hospital? If yes, what for?
As Ss come in, instruct them to write down their answers to the questions. Ask the ones who are on
time, how you would answer the “have you ever” questions LOOK FOR Yes, I have; No, I haven’t.
If they don’t know those answers, write them on the board.
Allow 5-10 minutes for Ss to answers these questions and use this time as a buffer for the late Ss.
Once everyone is in class, go over a couple of the questions, highlighting how to answer them: Yes, I
have; No, I haven’t. Ss will need these responses for Step 2.
Step 2: Mingle
Pass out the Have you ever…Mingle handout to each
student. Explain that they need to ask each question to their
classmates and listen for their answers; if they answer “yes I
have”, then they have to write down YES in that column and
the name of the student (and respectively the same for “no I
haven’t”). Model this for the Ss first.
Once almost everyone has asked/answer the questions,
regroup and go over the questions and answers. Consider
doing the ball toss in order to do this (reference p. 46 of the Volunteer Manual, 2012 if necessary).
Step 3: Explaining the Grammar
Use the Present Perfect worksheet to
explain/teach your class about the
present perfect. NOTE: This grammar
point is not new to them, but it is
VERY complex and difficult to grasp
and use appropriately, so go slow,
check their understanding often, and
be patient.
When you get to the part about “how
to write the grammar” explain that
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 4
the REGULAR verbs are just the same as in the past tense you add –ed. The IRREGULAR verbs,
however, you have to memorize. (Explain that the irregular verbs in the past will ALSO be irregular in
the present perfect.
Write one sentence together as a class, and then have the Ss practice writing their own. When
they’re finished, call up Ss to write their sentences on the board. Correct them as a class.
Teacher Directions: Activity 1: Listening/Speaking/Life Skill
Materials: ELMO or overhead projector; Making a Doctor’s Appointment, Teacher and Student
A/B copies
Step 1: Prep
Make copies of the Making a Doctor’s Appointment, Student A
and Student B copies on different colored paper if possible. If you
have 14 Ss in class, you will need 7 copies of Student A and 7
copies of Student B.
Step 2: Setting the context
Ask Ss these questions as a class: Where do you go when you’re
sick in your home countries? Do you need to make appointments to
see the doctor? (If yes, is being on time important?) Do doctors
always prescribe medicine? Do people use alternative medicine, like teas
or herbs? Discuss.
Then ask Ss: What do you think the healthcare system is like here? Have
you ever had to make a doctor’s appointment over the phone? If yes,
what that was that like (i.e., were you nervous?) Discuss.
Afterwards, state that making appointments before showing up is
very important in the US, and that they are going to practice this
today.
Step 3: Making Appointments
Read the conversation on the Making a Doctor’s Appointment,
Teacher Copy handout and ask Ss to listen for the information
exchanged between the Receptionist and Vang. Read it twice if
necessary.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 5
Afterwards, ask them what information they heard. Write any of the targeted information (name,
address, phone #, symptoms, appointment times) on the board.
Then explain that almost always they will have to state and SPELL their first and last name (or the
name of their child), supply their address (and spell the street name), give their phone number,
state why their calling (symptoms), and discuss appointment times.
Now put the handout on the ELMO or overhead projector and read the dialogue again. Make half of
the class be the Receptionist and the other half be Vang. When you’re finished reading it once, have
the class switch parts and read the conversation again.
Then pair up Ss. Give one student the Student A copy, and the other the Student B copy. Tell them
that Student A will read the conversation first and Student B will have to listen for the missing
information. Explain that Student A will read the conversation as many times as Student B needs.
Once they’re finished, tell them Student B will read the conversation and Student A will listen for the
missing information. When they’re both done reading and listening, have them check their answers
by referencing the complete dialogue.
Step 4: More practice
Write Receptionist on the board; then ask the Ss what information the receptionist needs from the
patient calling: name, address, phone number, symptoms, appointment times. Write down any
appropriate answers the Ss give you and supply the rest if they forget. Then write Patient on the
board and ask what the patient needs to do when calling: spell their name and address; know what
days/times will work for them; speak SLOWLY. If the Ss don’t say any of these things, write them on
the board for them.
Explain that in pairs they are going to practice making their own phone calls by giving their own
names, phone numbers if they want to (otherwise they’ll have to make them up), etc. Student A will
be the Receptionist first, and Student B will be the Patient first. They then will switch parts.
NOTE: This activity is all about fluency; not accuracy. So tell them they need to do the best they can
from memory.
Walk around the room as they start practicing to make sure they’re on task and stating the
important information (name, address, etc.)
After about 10 minutes, regroup, and have a few pairs share their conversations for the class.
Finally, ask what was difficult/easy for them, and whether they feel that talking on the phone in
English is easy or difficult for them. Emphasize AGAIN why spelling is important, and why they need
to speak slowly.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 6
Teacher Directions: Activity 2: Life Skill/Transitions
Materials: Medical History Form
Step 1: Introduce the Activity
Ask the Ss who have made doctor’s appointments, what typically happens when they go in for the
first time LOOK FOR fill out forms. If they don’t tell you this, explain that when they make an
appointment for the first time, either for themselves or their children, they will have to fill out a
medical history form. Ask Ss what information is usually required/asked for on these forms. Write
down any appropriate answers. Supply the information below if they don’t say it:
Short medical history, including past surgeries or major problems
Current medical conditions
Medications they are currently taking
Immunizations they’ve received
Allergies to any medications (or latex) they have
Insurance information
Tell them it’s common to NOT know all of this information, and that that’s ok. They will, however,
have to supply the doctor with it sometime.
Step 2: Medical History Form
Pass out the Medical History Form and explain that
they need to fill it out to the best of their ability.
NOTE 1: It may be helpful to clarify for learners that
this form is for the clinic/doctor, not for insurance.
The doctor needs to know your medical history.
Insurance companies can no longer (as of 2014)
refuse to pay for treatment of pre-existing
conditions.
NOTE 2: This is an authentic medical form and was NOT adapted to meet your Ss’ levels. This
decision was intentional, so they could see what a real medical form looks like. Your job, then, is to
make sure they can scan this document for information they do understand and can provide info on.
You don’t have to go over every piece of unknown vocab with them, unless it is apparent your
students want you to.
Also, your class probably won’t get to all 4 pages, but if they do, go over the 4
th
page together as a
class Project the graph and explain it to them and then have them answer the questions on their
own medical form.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 7
Have you ever… Mingle
Yes or No
Name of Student
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 8
Present Perfect
The present perfect is used to describe an action or event that started in the
past and continues on in the present.
EXAMPLE 1
I HAVE FELT sick for two weeks.
December 1
st
December 14
th
December 15
th
_____________________________________________________________________________________
PAST 2 weeks PRESENT FUTURE
feel sick feel sick
The present perfect is also used to describe something you have done in the
past and MIGHT do again in the future.
Julia and Stacy have been to China. This means that Julia and Stacy have been to
China and MIGHT go again in the future.
George went to China in 2002. This means that George went to China in the past; the
action is finished. There is no indication that he might go again in the future.
How to write the grammar
You ALWAYS use the present tense form of “to have” (HAS/HAVE) + a past participle verb.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 9
Examples of REGULAR past participle verbs:
Base verb
Past Participle
to cook
cooked
to play
played
to jump
jumped
to visit
to work
to call
Examples of IRREGULAR past participle verbs:
Base verb
Past Participle
to feel
felt
to be
been
to have
had
to do
done
to drink
drunk
to eat
eaten
Write sentences using the verbs above:
1.
2.
3.
4.
5.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 10
Making a Doctor’s Appointment
TEACHER COPY
Read the conversation below.
Receptionist: Hello Como Clinic, how can I help you?
Vang: I need to make an appointment.
Receptionist: What’s your name please?
Vang: Vang Thong
Receptionist: Can you spell that please?
Vang: V-A-N-G T-H-O-N-G.
Receptionist: Thank you. What’s your current address and phone number?
Vang: 123 Winder Street. 612-123-4567
Recpetionist: Can you spell your street name for me please?
Vang: Sure. W-I-N-D-E-R.
Receptionist: Thanks. Why do you need to make an appointment?
Vang: I have had a fever and cough for three days.
Receptionist: Ok. I can get you in to see Dr. Vu tomorrow at 3:00pm.
Vang: That would be great.
Receptionist: Make sure to bring in your current health insurance information when you
come in, and to arrive fifteen minutes early.
Vang: I will.
Receptionist: Have a good day.
Vang: You too.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 11
Making a Doctor’s Appointment
Student A
Read the conversation slowly to your partner. Read it as many times as your
partner needs.
Receptionist: Hello Como Clinic, how can I help you?
Vang: I need to make an appointment.
Receptionist: What’s your name please?
Vang: Vang Thong
Receptionist: Can you spell that please?
Vang: V-A-N-G T-H-O-N-G.
Receptionist: Thank you. What’s your current address and phone number?
Vang: 123 Winder Street. 612-123-4567
Recpetionist: Can you spell your street name for me please?
Vang: Sure. W-I-N-D-E-R.
Receptionist: Thanks. Why do you need to make an appointment?
Vang: I have had a fever and cough for three days.
Receptionist: Ok. I can get you in to see Dr. Vu tomorrow at 3:00pm.
Vang: That would be great.
Receptionist: Make sure to bring in your current health insurance information when you
come in, and to arrive fifteen minutes early.
Vang: I will.
Receptionist: Have a good day.
Vang: You too.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 12
Now listen to your partner read the conversation and write the missing
information. Your partner will read the conversation as many times as you need.
Receptionist: Hello Como Clinic, how can I help you?
Vang: I ________________ to make an _______________________________________.
Receptionist: What’s your ______________________ please?
Vang: Vang Thong
Receptionist: Can you ___________________ that please?
Vang: __________________________________________________________________.
Receptionist: Thank you. What’s your current _______________________________ and
_______________________________________________?
Vang: 123 Winder Street. _______________________________________________.
Recpetionist: Can you ___________________your ______________________________
for me please?
Vang: Sure. ______________________________________
Receptionist: Thanks. ________________ do you need to make an appointment?
Vang: I have had a ___________________ and _____________________ for three days.
Receptionist: Ok. I can get you in to see Dr. Vu ________________________ at _______.
Vang: That would be great.
Receptionist: Make sure to bring in your current ________________________________
information when you come in, and to arrive __________________ minutes
_________________.
Vang: I will.
Receptionist: Have a good day.
Vang: You too.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 13
Student B
Listen to your partner read the conversation and write the missing information.
Your partner will read the conversation as many times as you need.
Receptionist: Hello, _________________________, how can I help you?
Vang: I need to make an appointment.
Receptionist: What’s your name please?
Vang: ________ ___________.
Receptionist: Can you spell that please?
Vang: V-A-N-G T-H-O-N-G
Receptionist: ___________________________. What’s your ________________
address and phone number?
Vang: __________________________________________. 612-123-4567.
Recpetionist: _________________________ spell your street name for me, please?
Vang: __________________. W-I-N-D-E-R.
Receptionist: Thanks. Why do you ________________ to make an
________________________?
Vang: I ___________________ a fever and cough for ________________________.
Receptionist: Ok. I can get you in to see _________________ tomorrow at 3:00 pm.
Vang: That ___________________ great.
Receptionist: Make sure to _______________ in your ____________ health insurance
___________________ when you come in, and to ____________ fifteen minutes early.
Vang: I will.
Receptionist: Have a _____________ day.
Vang: _________________.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 14
Now read the conversation slowly to your partner. Read it as many times as
your partner needs.
Receptionist: Hello Como Clinic, how can I help you?
Vang: I need to make an appointment.
Receptionist: What’s your name please?
Vang: Vang Thong
Receptionist: Can you spell that please?
Vang: V-A-N-G T-H-O-N-G.
Receptionist: Thank you. What’s your current address and phone number?
Vang: 123 Winder Street. 612-123-4567.
Recpetionist: Can you spell your street name for me please?
Vang: Sure. W-I-N-D-E-R.
Receptionist: Thanks. Why do you need to make an appointment?
Vang: I have had a fever and cough for three days.
Receptionist: Ok. I can get you in to see Dr. Vu tomorrow at 3:00pm.
Vang: That would be great.
Receptionist: Make sure to bring in your current health insurance information when you
come in, and to arrive fifteen minutes early.
Vang: I will.
Receptionist: Have a good day.
Vang: You too.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 15
Medical History Form
Form taken from the Mayo Clinic at: file:///C:/Users/jouellette/Downloads/Primary%20Care%20History%20Form.pdf
Fill out the information to the best of your ability. If you don’t understand a question OR don’t know the answer, just leave it blank.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 16
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 17
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 18
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 19
Health Unit: Week 2, Tuesday
Objectives Learners will be able to…
Materials
Life skill/Speaking: Ask and respond to questions about a
child’s immunization form.
Literacy: Read a short story about a health experience.
Transitions: Understand the purpose of a child immunization
form.
Grammar: Use the present perfect to describe things they
have done.
Make Student Copies
Handout: Making a Doctor’s Appointment
Handout: Ku Thu is Afraid of the Doctor
Handout: Child Immunization Form
Handout: Calling for an Immunization Schedule,
Student A and B
Make Single Copies or Reference
Volunteer Manual, 2012: Ball Toss, p. 46
Calling for an Immunization Schedule, Teacher copy
Props, Technology, or Other Resources
ELMO or overhead projector
Lesson Plan
Review: Grammar/Life Skills/Speaking (40mins)
Description: Ss will ask/answer present perfect questions and practice making doctor’s appointments.
Materials/Prep: Volunteer Manual, 2012: Ball Toss, p. 46; make copies of Making a Doctor’s Appointment.
Activity 1: Literacy (50mins)
Description: Ss will read a story about a woman who is new to the US, and therefore new to
doctors/vaccinations; they will also practice the sound /th/ in isolation and in context.
Materials/Prep: make copies of Ku Thu is Afraid of the Doctor.
Activity 2: Life Skill/Speaking (30mins)
Description: Ss will read a child immunization form and practice calling a doctor’s office to get their child’s
immunization history.
Materials/Prep: ELMO or overhead projector; make copies of the Child Immunization Form and Calling for
an Immunization Schedule, Teacher and Student A/B copies.
Wrap-up
Ask Ss to tell you three things they learned today.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 20
Teacher Directions: Review: Grammar/Life Skill/Speaking
Materials: Volunteer Manual, 2012: Ball Toss, p. 46, Making a Doctor’s Appointment
Step 1: Introduce the Activity
Write these questions on the board and instruct Ss to answer them in complete sentences in their
notebooks: Have you ever traveled to another country? (e.g., Yes, I have traveled to China.) Have you
ever bought a house? Have you ever spoken English to a doctor? Have you ever been to a hospital?
Have you ever filled out a medical history form?
Step 2: Ball Toss
Allow Ss 10-15 minutes to write their answers. Then regroup and do the ball toss to go over the
questions/answers. (Reference p. 46 of the Volunteer Manual, 2012 if necessary).
Step 3: Making a Doctor’s Appointment
Ask Ss if they remember the receptionist-patient conversations they practiced yesterday. Then ask
what information a receptionist will most likely ask them when they call to make an appointment:
full name, address, phone number, symptoms, appointment time. Write down any appropriate
answers on the board and supply what they don’t say. Then ask them what they need to remember
to do when they call to make an appointment: to spell their name and street address, speak
SLOWLY, and know in advance what days/times work for them.
Then pair Ss up and pass out the Making a Doctor’s Appointment
handout. You only need one handout per pair. Explain that one
student will be the receptionist first; the other will be the patient
and will have to supply all of the information from memory (i.e.,
name, street address, etc.) Model this activity with another
student first before having them do it. Also tell them they need to
remember to spell their name and street address and to speak
slowly. Afterwards, the partners will switch parts.
Once everyone is finished invite a couple of Ss to share their
conversations with the class. After each one, ask the rest of the
class to say if they forgot anything (like if they didn’t spell their name, etc.).
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 21
Teacher Directions: Activity 1: Literacy
Materials: Ku Thu is Afraid of the Doctor; Volunteer Manual, 2012: Letter Sound Drill, p. 113
Step 1: Setting the Context
Write the word vaccination and immunization on the board and ask Ss to tell you what they mean. If
they don’t know, supply the definition for them (and give them examples – like the FLU VACCINE;
discuss what the flu is and why people might want a vaccine for it). Then ask: Has anyone received a
vaccination? Did you have vaccinations in your home countries? (If yes, where did you go to get
them?) Did any of you see someone like a “Medicine Woman” instead of a doctor? (Explain the term
“medicine woman” if necessary). Discuss.
Step 2: Reading
Pass out the Ku Thu is Afraid of the Doctor reading. Read it first
for the Ss while they read along with you. Answer any questions
about content/vocab afterward. Then read it again as a whole
class. Before they answer the questions, tell them to read it one
more time quietly to themselves.
When they start answering the questions, make sure they
answer them in complete sentences (as some are targeting
present perfect grammar structure.
As Ss finish, pair them up together and have them read the story
again and then go over the questions/answers. Once everyone is
finished, go over the answers together as a class.
Step 3: Phonics
Write these words on the board: this, thanks, therefore, them. Ask them what sound they all have in
common /th/. Have the whole class practice this sound in isolation and then again with the words
on the board.
Then follow the rest of the steps on p. 113 for the Letter/Sound Drill.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 22
Teacher Directions: Activity 2: Life Skill/Speaking
Materials: ELMO or overhead projector; Child Immunization Form, Calling for an
Immunization Schedule, Teacher and Student A/B copies
Step 1: Setting the Context
NOTE: The purpose of this handout is not to have the Ss understand every word or type of vaccine
on the form but to expose them to an authentic document. The goal is also to point out that they do
NOT have to vaccinate their child if it is against their beliefs.
Project the Child Immunization Form handout on the
board. Ask anyone if they have seen a form like this
before or if they know what the form is. If they don’t,
tell them what it’s for. Then explain that ALL children
in the state of MN will need a form like this before
they can start childcare or school, and that it’s up to
the parent to fill this form out. Tell Ss that if they don’t
know their child’s immunization schedule, they will
have to call their doctor for it.
Then briefly explain the chart, especially pointing out the “1
st
Dose”, “2
nd
Dose” column, and where
the columns for Hep B, MMR, and Varicella are (as they will need to know this for Step 2. (You do
NOT need to explain what each vaccination is for.)
Go over the Medical Exemption and Conscientious Exemption
portions on the form. This part is extremely important for Ss to
understand.
Step 2: Calling for Information
Tell Ss that they will now practice calling a doctor’s office to ask for
this information. Project the Teacher Copy of Calling for an
Immunization Schedule on the board and read it for the class first.
Then have them practice reading it.
Put Ss in pairs and give one student Student A of the
handout and the other Student B. Also pass out the
Child Immunization Form . Explain that Student A will
be the Receptionist first and Student B will be the
Parent. Then they will switch parts. Tell the Ss that
they will have to listen for the Immunization
information and write it down correctly in the chart on
the Immunization Form. Tell them to ask for their
partner to repeat something if they don’t understand
him/her.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 23
Making a Doctor’s Appointment
Receptionist: Hello Health Partners Clinic, how can I help you?
YOU: I ________________ to make an _________________________________.
Receptionist: What’s your name please?
YOU: _____________________________________.
Receptionist: Thank you. What’s your current phone number and address?
YOU: ________________________.
Receptionist: What’s your current street address?
YOU: _____________________________________.
Receptionist: Thanks. Why do you need to make an appointment?
YOU: ___________________________________.
Receptionist: Ok. What days and times next week are you available to come in to see Dr.
Wang?
YOU: _________________________________.
Receptionist: That doesn’t work for her schedule. Is there another day you are
available?
YOU: __________________________.
Receptionist: Great! That will work. Remember to bring in your health insurance
information if you have it, and to arrive fifteen minutes early.
YOU: I will.
Receptionist: Have a good day.
YOU: Thanks, you too.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 24
Ku Thu is Afraid of the Doctor
Read the story below and then answer the questions.
Ku Thu is from Thailand. She has a 5-year old daughter named Maya. They have been in
the United States for one year. In their home village, their family didn’t see a Western
doctor. They saw a “medicine woman”. A medicine woman is like a doctor, but she does
not prescribe medicine. She uses other traditions to cure sicknesses.
Ku Thu and Maya have not been to a doctor in the US. Ku Thu doesn’t want to go
because she is afraid. However, Maya is ready for kindergarten and needs vaccinations
so she can start school. Ku Thu doesn’t know what a vaccination is. They didn’t have
vaccinations in her home village. Why does Maya need it? she wonders. Ku Thu wants
Maya to go to school but she is afraid to bring her to the doctor. Her English isn’t very
good and she is afraid of the vaccinations.
Now answer these questions in complete sentences.
1. How long have Ku Thu and Maya lived in the US?
2. Have they been to the doctor?
3. Have they been to a medicine woman?
4. What is a Medicine woman?
5. Did you have a Medicine Woman in your home country?
6. What does Maya need to start school?
7. Why is Ku Thu afraid to go to the doctor?
8. What do you think Ku Thu should do?
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 25
Child Immunization Form
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 26
Calling for an Immunization Schedule
TEACHER COPY
Receptionist: Hello Grand Avenue Clinic, how can I help you?
Parent: I need my child’s immunization history for his school.
Receptionist: Ok, what is your child’s name and birthdate.
Parent: Zola Rudhi. Z-O-L-A R-U-D-H-I. Her birthdate is 10/10/10.
Receptionist: Thanks. Ok, it looks like she received the Hep B on 1/2/12 and 3/2/12.
Parent: What is Hep B?
Receptionist: The Hepatitus B shot.
Parent: Ok, thanks.
Receptionist: She also received the D-TaP on 3/2/12 as well.
Parent: What is the DTaP?
Receptionist: Diptheria, Tetanus, and Pertussis.
Parent: Thank you.
Receptionist: Do you need anything else?
Parent: No, that’s it. Thank you!
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 27
Calling for an Immunization Schedule
Student A
Receptionist: Hello Grand Avenue Clinic, how can I help you?
Parent: I need my child’s immunization history for his school.
Receptionist: Ok, what is your child’s name and birthdate.
Parent: His name is ____________ . (Spell his name). His birthdate is _______________.
Receptionist: Thanks. Ok, it looks like she received the Hep B on February 14, 2012 and
April 2, 2012.
Parent: What is Hep B?
Receptionist: The Hepatitis B shot.
Parent: Ok, thanks.
Receptionist: She also received the Varicella on June 6, 2012 as well.
Parent: Thank you.
Receptionist: Do you need anything else?
Parent: No, that’s it. Thank you!
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 28
Student B
Receptionist: Hello Grand Avenue Clinic, how can I help you?
Parent: I need my child’s immunization history for his school.
Receptionist: Ok, what is your child’s name and birthdate.
Parent: His name is ____________. (Spell his name). His birthdate is ________________.
Receptionist: Thanks. Ok, it looks like she received the Hep B on April 4, 2012 and July 2,
2012.
Parent: What is Hep B?
Receptionist: The Hepatitis B shot.
Parent: Ok, thanks.
Receptionist: She also received the MMR on August 6, 2012 as well.
Parent: Thank you.
Receptionist: Do you need anything else?
Parent: No, that’s it. Thank you!
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 29
Health Unit: Week 2, Wednesday
Objectives Learners will be able to…
Materials
Life skill: Scan RX labels for key information and distinguish
between prescription and over-the-counter medications
Literacy: Read a conversation between a customer and a
pharmacist.
Grammar: Use the present perfect with for/since to describe
how long an action has taken place.
Make Student Copies
Handout: Grammar Practice
Handout: Reading Medicine Labels
Handout: Filling a Prescription
Textbook: Grammar in Action 3, p. 101
Props, Technology, or Other Resources
ELMO or overhead projector
Laptop, LCD projector, and speakers
Lesson Plan
Review: Grammar (30mins)
Description: Ss will review the present perfect tense, as well as for/since to describe how long the action has
taken place.
Materials/Prep: make copies of Grammar Practice
Activity 1: Life Skill/Transitions (40mins)
Description: Ss will read over-the-counter and prescription drug labels and answer questions about them.
Materials/Prep: make copies of Reading Medicine Labels; test out this link:
www.youtube.com/watch?v=TfvaTwdLSgs. If it works, grab a laptop, LCD projector, and speakers.
Activity 2: Literacy/Life Skill (30-40mins)
Description: Ss will read a conversation between a pharmacist and patient and answer questions about it.
Materials/Prep: make copies of Filling a Prescription.
Wrap-up
*Time permitting*
Description: Ss will do a mingle using the present perfect tense.
Materials/Prep: make copies of Grammar in Action 3, p. 101
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 30
Teacher Directions: Review: Grammar
Materials: Grammar Practice
Step 1: Grammar Review – form-focused practice
Pass out the Grammar Practice handout as Ss
come in and have them work on it
independently as you circle around and help
them as necessary. Allow Ss 15 minutes to work
on it; then regroup and go over the worksheet
as a class.
Teacher Directions: Activity 1: Life Skill/Transitions
Materials: Reading Medicine Labels; laptop, LCD projector, and speakers (if internet works)
Step 1: Prep
Test this link to make sure it works: www.youtube.com/watch?v=TfvaTwdLSgs. It is a Claritin
commercial. If it works, then set up the laptop/LCD projector and speakers. If not, follow the “LINK
IS BAD” instructions in Step 2.
Step 2: Setting the Context
LINK IS GOOD = Tell Ss you’re going to play a 30 second commercial and they will have to listen
for what the commercial is selling and what the product is. Play it as many times as necessary.
Afterwards, discuss if they think this medicine can be bought in a store or if a doctor has to
prescribe it.
LINK IS BAD = Introduce this activity by showing them the Claritin picture and asking them what
the name of the medicine is and what problem the medicine helps. Then discuss if they think this
medicine can be bought in a store or if a doctor has to prescribe it.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 31
Step 3: Reading Prescription Labels
Write the terms over-the-counter and prescription on the board and ask the Ss what they mean.
Write any appropriate answers on the board. If Ss don’t know the answers, supply the answers for
them. Discuss the differences.
Pass out the Reading Medicine
Labels handout and instruct Ss to
work on it independently. Circle
around the room and help as
needed.
When everyone has at least gotten
to the third page, you can bring
the class back together again and
go over the answers. Project the
pages on the board to do so.
Teacher Directions: Activity 2: Literacy
Materials: Filling a Prescription
Step 1: Setting the Context
Read the conversation on the Filling a Prescription handout for
the Ss. Afterwards ask them what the conversation was about.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 32
Step 2: Reading
Pass out the handout to the Ss and have them read the conversation and answer the questions.
When they finish, pair them up and have them practice reading the dialogue. Each student should
read each part before checking the comprehension questions.
Once everyone has practiced reading the dialogue, regroup and practice reading the conversation as
a class: make one half be the Pharmacist, and the other half be Aubrey; then make them switch.
Afterwards, go over the comprehension questions.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 33
Grammar Practice
The present perfect is used to describe an action or event that started in the
past and continues on in the present.
EXAMPLE 1: I have felt sick for two weeks.
EXAMPLE 2: I have lived in MN since 2010.
How to write the grammar
You ALWAYS use the present tense form of “to have” (HAS/HAVE) + a past participle verb.
Examples of REGULAR past participle verbs:
(Write in the missing verbs below.)
Base verb
Past Participle
to cook
cooked
to play
played
to jump
jumped
to visit
to work
to call
Examples of IRREGULAR past participle verbs:
(Write in the missing verbs below.)
Base verb
Past Participle
to feel
to be
to have
to do
done
to drink
drunk
to eat
eaten
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 34
Fill in the correct form of the present perfect verbs below.
1. (to be) I have _____________ sick for a month.
2. (to eat) Ella has ________________________ eggs for breakfast since she was 10.
3. (to feel) Juan has _________________ nauseous since 8:30am.
4. (to have) We ________________ _______________ the flu for one day.
5. (to do) They have ________________________ their homework together every night
this week.
6. (to have) They _______________ ______________ cancer for two years.
7. (to have) She ________________ ______________ an earache since last night.
8. (to feel) Farah and Abdul ___________________ ______________________ sick since
Tuesday.
7. (to be) John ____________________ __________________________ vomiting for two
hours.
8. (to live) We ___________________ ______________________ in Indonesia since 2009.
9. (to have) He ___________________ ____________________ a brain tumor since 2010.
10. (to have) The dog _________________ ____________________ a broken leg for one
week.
11. (to feel) I ___________________ ______________________ dizzy since I got pregnant.
12. (to cook) Peter ________________ ______________________ dinner for his wife since
she got pregnant.
13. (to have) You and I ___________________ ________________ a cold for three days.
14. (to work) She ___________________ ___________________ at the same company for
three years.
15. (to be) You _________________ ________________________ nauseous since last
month.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 35
To describe how long you have been doing something, you use FOR or SINCE.
For = length of time
Since = a specific point in time
Two weeks
Three days
Five minutes
Two years
A long time
1999
Tuesday
December 1
st
5:30pm
Last night/week/month
1. I __________________ ______________________ the flu __________________
Tuesday.
2. You _____________________ __________________ sick ____________ three days.
3. Julia and Juan _________________ _________________________ in MN ___________
1999.
4. The cat _________________ ___________________ an ear infection _______________
last week.
5. She _______________ ____________________ nauseous ____________ a day.
6. We __________________ ____________________ at a restaurant ____________
seven years.
7. He _______________ _____________________ a cough _____________ last month.
8. They ___________________ _______________________ tacos ____________ a week.
9. The cat _______________ ________________________ fish ____________ it was a
born.
10. The baby _______________ ________________________ milk _________________ it
was born.
Now turn your paper over and write 5 sentences of your own.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 36
Reading Medicine Labels
Look at the medicine box and answer the questions.
1. What is the name of this medicine?
2. What symptoms does this medicine help cure?
3. How long does the medicine last?
4. How many tablets do you get in one package?
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 37
Read the back of the Claritin box and answer the questions below.
1. How many tablets should adults and children 6 years and over take?
2. How many tablets should children under 6 years of age take?
3. What should you do if you are pregnant or breastfeeding?
4. What symptoms does this medicine help relieve?
5. If you have questions, what number should you call?
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 38
Now look at the medicine label below and answer the questions.
(taken from Tutor Resources for the AMEP)
1. What is the name of the medication?
2. How many capsules should be taken and how often?
3. Who are the capsules for?
4. When did the patient buy the medicine?
5. Where did the patient buy the medicine?
Is this an over-the-counter medicine or a prescription? How do you know?
Look at the prescription label below and answer the questions.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 39
1. What is the name and address of the pharmacy?
2. What is the Doctor’s name?
3. What are the directions for this prescription?
4. How many capsules are in this prescription?
5. What is the date the prescription was filled?
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 40
Filling a Prescription
Read the conversation below and then answer the questions.
Pharmacist: Hi, how can I help you?
Aubrey: I need to have this prescription filled.
Pharmacist: Ok. It will take about 30 minutes.
*30 minutes later*
Aubrey: I have a prescription to pick up for Aubrey Wicks.
Pharmacist: Can you spell your last name please?
Aubrey: W-I-C-K-S
Pharmacist: Found it. Have you ever taken this medicine before?
Aubrey: No.
Pharmacist: Ok. Make sure to take 1 capsule three times a day, and take the medicine
on a full stomach. Otherwise you might feel nauseous. If you have any questions please
call the number on the bottle.
Aubrey: Thanks.
Pharmacist: Is there anything else I can help you with?
Aubrey: No, that’s it.
Pharmacist: Ok, then your total comes to $15.00.
Questions
1. How long does it take to fill the prescription?
2. What is the patient’s name?
3. How many capsules does she need to take a day?
4. What other important instructions does the pharmacist give her about the medicine?
5. How much is the prescription
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 41
Health Unit: Week 2, Thursday
Objectives Learners will be able to…
Materials
Life skill: Fill out a health insurance application form
Speaking and Listening: Read a dialogue about going to the
clinic.
Transitions: Understand the purpose of health insurance
Grammar: Use present perfect with for/since to describe
symptoms.
Make Student Copies
Handout: Going to the Clinic
Stand Out 4, 2
nd
ed., p. 94-95.
Make Single Copies or Reference
Symptoms and Ailments (cut out words)
“Disappearing Dialogue” (Volunteer Tutor Manual)
Talk to your Doctor, Teacher Copy
Reading Test Practice
Props, Technology, or Other Resources
Scissors
ELMO or overhead projector
Lesson Plan
Review (45mins)
Description: Ss will review symptoms/ailments by playing Memory and will then write present perfect
sentences using for/since to describe how long each person in the picture has had the problem.
Materials/Prep: scissors; make copies of the Memory Game pictures and cut them out.
Activity 1: Life Skill (30mins)
Description: Ss will fill out a Health Insurance Application Form
Materials/Prep: make copies of Stand Out 4, 2
nd
ed., p. 94-95.
Activity 2: Life Skill/Speaking and Listening (30mins)
Description: Ss will read and practice a dialogue about going to the clinic.
Materials/Prep: make copies of the Going to the Clinic handout; teacher may reference “Disappearing
Dialogue” instructions from the Volunteer Tutor Manual
Activity 3: CASAS Prep (15mins)
* Time permitting*
Description: Ss will take a practice CASAS reading test.
Materials/Prep: ELMO or overhead projector; make one copy of Reading Test Practice.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 42
Teacher Directions: Review
Materials: scissors; Memory Game
Step 1: Prep
Cut out 2 sets of the Memory Game pictures for each table
of 3-4 Ss. (So if you have 12 Ss you will need to make 6
copies of the pictures and give 2 sets of the pictures to each
table so they can play memory with them.)
Step 2: Vocab Review
Put Ss in groups of 3-4 and explain the rules for Memory:
they have to turn a picture over, say what it is (i.e., sore
throat) and then flip over another card hoping it matches. If
it does, they get to go again; if not, it’s the next person’s
turn.
After about 15 minutes, stop the game (assuming Ss are still playing it) and have them turn over all
of their cards. As a group, tell them they need to identify what each picture is. (NOTE: Some are
difficult to identify so you can supply those answers for them.) Tell the Ss that as a group they need
to RACE to write down the symptoms/ailments. The first team to finish wins!
Step 3: Grammar Review
Go over the pictures as a class. Write the vocab words on the board; then tell the Ss that they need
to use the present perfect to describe how long each person has had their problem (i.e., She has had
a fever for 2 weeks). Go over a couple of examples first.
Teacher Directions: Activity 1: Life Skill/Transitions
Materials: Stand Out 4, 2
nd
ed., p. 94-95
Step 1: Setting Context
Write these questions on the board: 1. In your home country, are doctors expensive? 2. How do
people pay the doctors (with cash, food, insurance)? 3. Do people use health insurance in your home
country? 4. What is a major difference between healthcare in your home countries vs. the US? 5.
Why do you think people should have health insurance in the US?
Go over each question first to make sure Ss understand them. Then put them in groups of 3-4 so
they can practice asking/answering them. Once everyone is finished, regroup and discuss their
answers.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 43
Step 2: Health Insurance Forms
Explain that a common way people receive health insurance is through an
employer. Project p. 94 of Stand Out 4 on the board. Have Ss scan the
application for information/questions they do NOT understand; then go
over that information. Do the same for p. 95.
Pass out p. 94-95 and have Ss practice filling it out. Tell them that they
may need to make up some of the information (such as “hours worked per
week”).
Walk around the room and help Ss as needed.
Teacher Directions: Activity 2: Life Skill/Speaking and Listening
Materials: Going to the Clinic (dialogue); “Disappearing Dialogue” (Volunteer Tutor Manual)
Step 1: Setting Context
Ask learners if they remember calling the doctor on Monday of this week. Ask those who were
in class, what was the problem? (The patient had a fever and cough). How long has he had those
symptoms? (For three days). Ask, what will he do next? (Go to the doctor). Ask, Who will he talk to first
when he goes? Will he talk to the doctor first? (No, he’ll talk to the receptionist).
Step 2: Dialogue
1. Demonstrate both parts of the dialogue with a higher level learner at the front of the room.
3. Tutor initiates dialogue with all students responding.
4. Reverse roles (tutor responds to students).
5. Students form pairs and practice the dialogue together.
If time, complete the “Disappearing Dialogue” activity from the Volunteer Tutor Manual.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 44
Teacher Directions: Activity 3: CASAS Prep
Materials: Reading Test Practice
Step 1: Independent Practice
Before distributing the questions, remind learners that this is practice for their reading test.
During the test they should not talk, look at their
notebook or dictionary, or look at other learners’
papers.
Project the Reading Test Practice on the board and
give everyone 5 minutes to complete questions 1-4.
Use this time to walk around the room and see who
has easily mastered this skill and who might need
extra practice.
Step 2: Reviewing Answers
Use a projector to show the questions. Invite a
student to come up and circle the correct answer.
They should also circle the information above the
questions that helped them find the correct answer.
If there is much dispute about the correct answer,
discuss all the answers as a class and model how to eliminate wrong answers.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 45
Memory Game
Key (for Teacher use ONLY)
1. Headache 2. Toothache 3. Earache 4. Stomachache 5. Backache
6. Sore throat 7. Runny nose 8. Fever 9. The chills 10. Rash
A. Cough B. sneezing C. dizzy D. nauseous E. vomiting
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2, p. 46
Going to the Clinic
Receptionist: Hello, welcome to the health clinic. Do you have an appointment?
Patient: Yes, I’m here to see Dr. Vu. I have an appointment at 3:00.
Receptionist: Okay. What brought you in today?
Patient: I have a fever and cough.
Receptionist: How long have you had these symptoms?
Patient: I have a fever and cough for four days now.
Receptionist: Okay. Are you taking any medication?
Patient: I have been taking Nyquil for two days to stop the cough at night.
Receptionist: Okay. Do you have any allergies?
Patient: No, I don’t.
Receptionist: Okay. Do you have your insurance card with you today?
Patient: Yes, here it is.
Receptionist: Thank you. Dr. Vu will be with you as soon as she is finished with her current
patient. Please have a seat.
Patient: Okay, thank you.
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2 47
Reading Test Practice
1. How many tablets can adults
take at one time?
A. 2-4
B. 1-3
C. 1-2
D. 2-3
2. How many tablets can a 13-year
old take?
A. 2-4
B. 1-3
C. 1-2
D. 2-3
Minnesota Literacy Council, 2012 Intermediate ESL, Health Week 2 48
3. What symptoms does this
medicine relieve?
A. Headaches and toothaches
B. Headaches and backaches
C. Bronchitis
D. Earaches
4. How many days can you take
this medicine before consulting a
doctor?
E. 5
F. 10
G. 12
H. 8