MODULE 2 Describing Pains
Asking About Symptoms
Format Components
Module Description and Content Goals:
Given topics on pain history taking as well as signs and symptoms reporting; texts that are varied and of a specialized and medical nature, which include information presented from dialogues and other sources (e.g. photographs, drawings, reference text /research information), the participant will use English with 70 % accuracy to:
1. Use such words describing the concept of pain as: PAIN (noun), PAINFUL (adjective), ACHE (verb), ACHE (noun), HURT (verb), SORE (adjective) and SORE (noun). (Words and Expressions)
2. Identify and use adjectives describing the intensity, character and duration of pain. (Words and Expressions)
3. Listen for main ideas and details. (Listening)
4. Ask appropriate questions about signs and symptoms. (Listening, Speaking, Writing)
5. Identify three primary types of headaches and obtain information from tables. (Reading)
6. Form indirect questions. (Grammar and Speaking)
7. Conduct an interview between a patient and a doctor while taking a history of pain. (Speaking)
8. Record patients’ symptoms and write a history of pain (Writing)
9. Identify the Doorknob Syndrome and the techniques on how to get a patient to open up earlier in the exam. (Communication Tip, Reading).
Estimated Completion Time: This is a self-paced module designed to be completed in an average amount of time. The specific time required for completion will vary from student to student based on their individual skills and learning environment. As an average, this module takes three to five hours to complete.
Prerequisite Knowledge and Skills: ESOL Intermediate level courses
Resources Inventory:
Student Handouts: H2:1; H2:2; H2:3; H2:4; H2:5; H2:6
CD with Module 2 listening activities
The Sound Recorder Program Instructions (for students who work independently and need to record themselves)
Module 2 Answer Key
Longman Advanced American Dictionary or Oxford Dictionary of American Dictionary
Module components with specific instructions and Learning Activity Plans
Specific instructions:
1. It is best to work on this module in pairs and with a tutor. However, since detailed explanations of all the activities and new concepts are provided in the student handout, students can successfully master the material on their own.
2. If the SPEAKING exercises are not done in the presence of a tutor, they should be recorded in the lab, using the Sound Recorder Program (instructions are attached) for further assessment by a tutor.
3. If you are working on the module on your own, compare your answers with those provided in the Module Answer Key after completing each exercise.
Learning Activity Plans:
Learning Activity # 1:
Content Goal # 1: Use such words describing the concept of pain as: PAIN (noun), PAINFUL (adjective), ACHE (verb), ACHE (noun), HURT (verb), SORE (adjective) and SORE (noun). (Words and Expressions to Know)
Handout 2:1 A-B
Words and Expressions to Know
Words and Expressions to Know handouts list vocabulary words and expressions for each module. Most of these words are widely used in the medical field. Each word will appear in the dialogue or readings that follow the list.
Warm Up - Look at the title of Module 2 and the picture on the cover page. Ask the students to predict what they will study in this module and have them brainstorm as many words associated with the picture and the title as they can.
H 2:1 A – Tell the students that they will learn various collocations with the words indicating pain. Explain to them that collocation is the way words combine in a language to produce natural-sounding speech and writing. They are totally predictable for a native speaker but can be very difficult for an English language learner. That’s why it’s a good idea to learn words in “chunks”. Encourage them to read H 2:1 A several times and ask any questions they may have about it.
H 2:1 B – The students work on this exercise individually and then compare their answers with their partner. If there is no partner, the students should check their answers with their tutor or look in the Module 2 Answer Key.
Learning Activity # 2:
Content Goal # 2: Identify and use adjectives describing the intensity, character and duration of pain. (Words and Expressions to Know)
Handout 2:1 C-E
CD - EX. H2:1 C
H 2:1 C – Make sure the students understand the difference between intensity, character and duration.
Intensity: How bad is the pain? E.g. severe, mild, incapacitating, etc.
Character: a description of the pain. E.g. shooting, gnawing, throbbing, etc.
Duration: How long does it last? Does it recur ?
Have the students listen to the recording and repeat. Ask them to circle the words that are unfamiliar to them. Discuss these words together. Encourage those who know the words to explain them to the rest.
H 2:1 D - Have the students work on Exercise D in pairs. Encourage them to use their English-English dictionary. Circulate and offer the students help. Discuss the answers together.
H 2:1 E – Since there may be more than one correct answer in this exercise, ask several students to read their ratings. Discuss whose rating is the most precise.
The students who work on their own should consult the Module 2 Answer Key.
Learning Activity # 3:
Content Goal # 3: Listen for main ideas and details. (Listening)
Handout 2:2 A-B
CD - EX. H2:2 A
H 2:2 A – Listening for Main Ideas - Read the introduction to the exercise aloud. Then ask a confident student to read aloud the questions. Prompt the students to ask about any questions they don’t understand. Remind them that they may not understand every word and that that isn’t a goal of the activity: they should be listening for main ideas. Play the CD and have the students answer the questions. Then have them go over the answers in pairs. You may wish to play the recording again and go over the answers together to provide confirmation and allow students to ask questions about anything they don’t understand.
The students who work on their own should consult the Module 2 Answer Key.
CD – EX. H2:2 B
H 2:2 B – Tell the students that in this listening exercise they will practice questions that are frequently asked while taking a history of pain. Those questions are omitted in their handout. Ask the students to fill in as many of them as they can on their first listening and offer to discuss any questions they have at that point. Ask them to compare their answers with their partners. Play the recording again and have them repeat what the speaker says after each pause. Check their answers together. Then have the students read the dialogue in pairs.
Learning Activity # 4
Content Goal # 4: Ask appropriate questions about signs and symptoms. (Listening, Speaking, Writing)
Handout 2:3 A
H 2:3 A – Have the students read the first column and make sure they understand all the vocabulary. Ask them to explain the difference between the three words below:
Onset: When did the pain begin?
Timing: Is there a particular time of the day when it hurts the most?
Duration: How long does it last? Does it recur?
Have the students read the dialogue in H 2:2 B and fill in the right column of the table. Discuss the answers together.
Learning Activity # 5
Content Goal # 5: Identify three primary types of headaches and obtain information from the table. (Reading)
Handout 2:3 B
H 2:3 B – This table has a few medical terms that may be unfamiliar t the students. Go over them after the students read the chart:
vertigo – sensation of instability and loss of equilibrium; patients feel like they are spinning in space or objects around them are spinning
tinnitus – ringing or jingling sound in the air
prodromal stage – a precursory symptom of disease
histamine – a chemical compound that increases the flow of blood in the body and is involved in allergic reactions
nitroglycerin – a chemical compound that is used to prevent a heart attack
Ask the students if any of them has ever suffered from headaches. What symptoms did they experience? Ask them what type it was and why they think so.
Learning Activity # 6
Content Goal # 6: Form indirect questions. (Grammar and Speaking)
Handouts 2:4 A-C
H 2:4 A – Point out that indirect questions are often considered more polite in English, as in many other languages. Expressions like “I would like to know if…”, “I am asking if…” may also be used to paraphrase or explain something a patient doesn’t understand.
After going over all the points in H 2:4 A, give additional examples for a quick oral drill like this:
E.g. T: Does this condition run in your family? Use Could you tell me…?
Ss: Could you tell me if this condition runs in the family?
T: Do you experience difficulty swallowing? Use I am asking if…?
Ss: I am asking if it’s difficult for you to swallow when you eat or drink.
H 2:4 B – The students do this task individually. After they compare the answers in pairs, elicit and check their answers together.
H 2:4 C – Go over the instructions and the example. Demo with one of the students how to give real or made-up information when answering.
Learning Activity # 7
Content Goal # 7: Conduct an interview between a patient and a doctor taking a history of pain. (Speaking,) Handout 2:5 A
H2:5 A – This exercise is a communicative activity that winds up the oral work in this module. Have the students read the case summaries. Check if they understand all the vocabulary. Tell them that the notes contain only the basic info about each patient. They should be ready to improvise and add their own details.
Tell them that they can use the questions from the table in H 2:3 to guide their questioning.
This activity can be organized in two ways:
Whole group activity: One student chooses a case and comes to the front of the group. The others ask him/her
questions.
Pair activity: Form pairs for this role play. Tell the members of each pair to change roles for each case.
Learning Activity # 8
Content Goal # 8: Record patients’ symptoms and write a history of pain (Writing)
Handout 2:5 B
H2:5 B – This exercise provides written reinforcement for the language points practiced in this module. By this time, the students should be able to describe pain and symptoms in writing. Tell them to follow the examples of the case summaries in H 2:5. Remind them to address each feature of pain if possible. If they don’t want to write about themselves, they may have to interview one of their friends or family members. Encourage them to do so as it will provide a good speaking practice.
Learning Activity # 9
Content Goal # 9: Identify the “Doorknob Syndrome” and the techniques on how to get a patient to open up earlier in the exam. (Communication Tip, Reading).
Handout 2:6
H 2:6 – Have the students read the title of the article and ask them if they know what the “Doorknob Syndrome” is. Ask them to scan the article and predict what it’s going to be about.
This article has quite a few challenging words. Tell the students to read it and circle or highlight any words whose meanings they can’t guess from context. When they finish reading, encourage them to check their dictionaries to look up the meanings of any words they couldn’t figure out. Elicit and explain any vocabulary that the students still don’t understand. Then have them answer the post-reading questions in pairs. Check the answers by reading aloud each question and asking volunteers for their responses.
Learning Outcomes Assessment is attached.