Author:
Kevin Manrique
Subject:
Health, Medicine and Nursing
Material Type:
Module
Level:
Community College / Lower Division, College / Upper Division
Tags:
  • Diabetes
  • English for Specific Purposes
  • Medical Vocabulary
  • Medicine
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Video

    Education Standards

    Health class n 1°

    Health class n 1°

    Overview

    Learning about medical vocabulary

    Lesson Overview

    In this lesson, students will learn about basic medical vocabulary. The focus of this lesson is to discover the previous knowledge of the students about medical vocabulary and help them expanding it thought the activities proposed.

    Lesson Preparation

    • Read the lesson and explore the resource library
    • As the class is develop, pay attention and try to find students who need support. These students can be assigned a partner.
    • Give the students more sources to acquire medical vocabulary.                    

    Ice - breaker activity

     

    Ice - breaker activity

     

    • For the ice breaker activity download the power point bellow
    • The game consists on spinning a wheel and answering the question you get
    • If the student can’t answer the question help him or her
    • If the student can’t tell a story, tell him or she to make one up
    • Use this section to encourage students into actively participate on the class

    Colombian ICT framework descriptor:

    "Utilizo variedad de textos e interfaces para transmitir información y expresar ideas propias combinando texto, audio, imágenes estáticas o dinámicas, videos y gestos."

    communicative competence:

    Speaking 

    Activity:

    Ice_-_breaker_activity.ppt

     

    Pre activity

     

    Task 1: Medical vocab

     

    • for the first part of this activity let the students watch the video
    • After the students finish the video, interact with them. ask them to make questions related with the video. Answer their questions and make sure that they understand the meaning of the new vocabulary acquired.
    • For the second half of this section, open the power point slides. The slides are separated in four categories (Injuries related vocab, Illnesses related vocab, Diseases related vocab and Recovering related vocab) 
    • Encourage the students to share the vocabulary they already know and use it to add more words in the power point slides.
    • As the students give you new words, ask them to explain what those words mean. If neccesary, help them explaining the menaings. 

    Colombian ICT framework descriptors:

    "Identifico las características, usos y oportunidades que ofrecen herramientas tecnológicas y medios audiovisuales, en los procesos educativos."

    "Incentivo en mis estudiantes el aprendizaje autónomo y el aprendizaje colaborativo apoyados por TIC."

    Desempeños (educación superior):

    • usa apropiadamente los formatos y códigos propios de la comunicación en diferentes contextos.

    • comprende los puntos principales de textos, en inglés estándar, en situaciones conocidas de trabajo, de estudio o de ocio

    • describe experiencias, acontecimientos, deseos y aspiraciones, así como justifica brevemente sus opiniones o explica sus planes.

    communicative competence:

    Listening/Speaking 

     

    Task 1: Medical vocab

     

    • Watch the video "Learn MEDICAL Vocabulary in English" and write down vocabulary that is new to you.

     

    • After watching the video we will discuss about medical vocabulary (terms, what do those terms mean and vocabulary you may know beforehand).

     

    • We will fill power point slides using medical vocabulary that you know as we discuss

     

    Learn MEDICAL Vocabulary in English

     

    While activity

     

    Task 2: Reading about diabetes

     

    • Allow students about 10 minutes to complete each activity
    • For the activity 1.2, let the students read the paper before starting to fill it.
    • Ask the students about the meaning of the words in activity 1.2. Make sure that they understand the meaning of those new words.
    • After the time is over, project the activity using a video beam. Then, call the students one by one and ask them for the solution of one point of the activity to check if they have it right. If there’s a mistake, ask the other students about their answers until you get the correct answer. Do this for both 1.1 and 1.2 activities.

     

    Colombian ICT framework descriptor:

    "Utilizo variedad de textos e interfaces para transmitir información y expresar ideas propias combinando texto, audio, imágenes estáticas o dinámicas, videos y gestos."

    Desempeños (educación superior):

    • se expresa oralmente y elabora material escrito de diversos tipos (informe, ensayo, acta) con coherencia, claridad y precisión, reconociendo la intención comunicativa y el público al que va dirigido 

    • usa apropiadamente los formatos y códigos propios de la comunicación en diferentes contextos.

    • lee comprensivamente distintos tipos de textos, mediante la aplicación de estrategias comunicativas y lingüísticas específicas.

    communicative competence:

    Reading comprehension

     

    Task 2: Reading about diabetes

     

    • Download the document named “Readings” and complete the activity 1.1 taking into account the new vocabulary seen in the previous video. (Don’t worry, there is also a section including the missing words)

     

    • Read and fill the gaps in the reading “Diabetes’ basics” using the words over the text. 

    Post activity

     

    Task 3: Mind map

     

    • Let the students make groups of 3
    • Allow the groups 20 minutes to create their mind map
    • After the time is over, select randomly a group and ask them to allow you projecting their mind map. Let them explain the map to the class and make the necessary corrections.

    Colombian ICT framework descriptors:

    "Contribuyo con mis conocimientos y los de mis estudiantes a repositorios de la humanidad en Internet, con textos de diversa naturaleza."

    "Utilizo herramientas tecnológicas para ayudar a mis estudiantes a construir aprendizajes significativos y desarrollar pensamiento crítico."

    Desempeños (educación superior):

    • utiliza el computador para producir material en diferentes formatos (texto, gráficos, videos, hipertextos).

    • identifica los diferentes roles en un equipo de trabajo a partir de la dinámica presente en una situación.

    • selecciona la información requerida y la usa de manera eficiente para cumplir una tarea específica

    communicative competence:

    writing

     

    Task 3: Mind map

     

     

    • Using the new vocabulary acquired during the class create a mind map, you can focus on any of the topics seen in the class (Diabetes or medical vocab) 

     

    • After you finish the task, take a screenshot or download your map and send it to professor’s emai address

    Assessment

     

    Assessment

     

    • Allow the students 5 minutes to complete the first task
    • Start the game for the second part of the assesment, try to cheer your students while they're playing
    • After this final section, you may encourage the students to ask any question they may have

     

    Colombian ICT framework descriptors:

    "Identifico las características, usos y oportunidades que ofrecen herramientas tecnológicas y medios audiovisuales, en los procesos educativos."

    communicative competence:

    Reading 

    Quizizz game:

    https://quizizz.com/admin/quiz/5da4fd50c38d36001acba98e

     

    Assessment

     

    • For the final section, go to the link bellow and complete the activity
    • you will find different definitions in one column and different words in the other. Match the words with the corresponding definition.
    • After completing the first half, your teacher will start a Quizizz game; be ready for it

     

    https://www.educaplay.com/en/learningresources/4862523/html5/health_class.htm