La Salud
Spanish Content modified by Anna Bradshaw, Spanish Tacher, 5/13/19
Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
La Salud
Proficiency Level: Novice Mid
In this activity, students will learn what medicines treat which conditions and which relieve symptoms of illness in the target language.
Keywords:
health, medicine, cough, flu, allergies, headache, nausea
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can compare and contrast remedies for illness in the United States and Spanish speaking countries.
- I can identify some typical products and practices related to familiar everyday life such as the medicine people take.
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
- Google Slideshow (contains commercials and main activity)
- 3 sick people PRINTED
- List of their symptoms PRINTED
Warm-up
1. Begin by opening the Google Slideshow and introduce the Can-Do statements
2. Have students watch the various commercials for medicine. (En the Google Slideshow)
"Muestra a los estudiantes varios anuncios de medicina."
A. Alergias: Reactine
B. Para un tos: Vicks
C. La gripe: Vicks2, Histiacil
D. Dolor de cabeza: Advil
E. Nausea y mareo: Dramamine
3. At the end of each video, have students guess what the commercial was for, and what part of the video makes them think that.
"Al final de cada video, pregunta: ¿Qué vende el anuncio? ¿Cómo saben que vende eso?"
4. Discuss with students new words or phrases they may have learned from the videos. These are some phrases you could talk about if the students didn't recognize any of the words from the videos. ¿Cuáles son algunos frases nuevas o palabras nuevas que escucharon?
a. Reactine: “Reactine te libera de estos síntomas de alergia.”
b. Vicks: “La eficacia del jarabe Vicks en pastillas para mayor comodidad contra las tos.”
c. Vicks2: “Alivio de congestión nasal, tos, y dolor muscular.”
d. Histiacil: “Histiacil alivia la tos, lo que sea.”
e. Advil: “Una potente combinación para quitarme en minutos un fuerte dolor de cabeza.”
f. Dramamine: “La marca número uno en prevenir y aliviar nausea, mareo, y vómito.”
i. NOTE: A lot of the commercials use “Alivia” which means “Relieves”
5. Discuss similar products that we have in the United States, to those that are shown in the videos.
"¿Cuáles son algunos productos similares que venden aquí en Estados Unidos?"
Main Activity
1. First, there will be 3 (very sick) people that the students will give the medicine to, depending on what the symptoms are.
"Ahora, va a haber 3 personas muy enfermas que necesitan medicina, todos tienen diferentes síntomas. Dependiendo del síntoma, les tenemos que dar la medicina correcta a cada persona enferma."
2. Next, we will first show students a photo of a medicine from other countries. The students will try to guess what symptoms that medicine is trying to relieve.
"Estas son fotos de unas medicinas en otros países. ¿Pueden pensar en los los síntomas que la medicina ayuda a curar? ¿Saben qué es curar en inglés? Sí, “curar” significa “to cure.”"
3. Have students choose pharmaceutical medicines to help relieve the symptoms of these people.
¿Cuáles de estas medicinas farmacéuticas ayudarían los síntomas de las personas enfermas?
4. Then, we will show them home remedies from other countries with the items that are used in those home remedies. The students will try to guess what symptoms are treated with those remedies, just like they did for the medicine.
"Ahora, vamos a hablar de remedios caseros de otros países. ¿Saben qué significa “remedios caseros” en inglés? Sí, “remedios caseros” significa “home remedies.” Esto se usa para hacer el remedio casero. ¿Pueden pensar en los los síntomas que el remedio casero ayuda a curar?"
5. Now, students will choose which home remedies would help the sick people.
"Ahora, ¿cuáles remedios caseros recomendarías a las personas enfermas?"
6. They will repeat the same process until they go through all the medicine and remedies.
"Vamos a seguir recomendando medicina o remedios caseros para aliviar los síntomas de las personas. ¡Trata de escoger diferentes!"
Wrap-up
Wrap-up questions:
1. ¿Has oído de estas medicinas antes? ¿Dónde?
2. ¿Has oído de estos remedios caseros antes? ¿Dónde?
3. ¿Somos buenos doctores, o no? ¿Por qué?
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can compare and contrast remedies for illness in the United States and Spanish speaking countries.
- I can identify some typical products and practices related to familiar everyday life such as the medicine people take.