Post Beginner Health Emergency and Treatment Tutor Notes

Post Beginner Health Emergency and Treatment Tutor Notes

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Post Beginner Health Emergency and Treatment – Tutor Notes

Medicine labels

Task 1: / Can understand medicine labels
Vocabulary: / medicine, medication, chemist, prescription, over the counter, capsules, label, antiseptic cream, indigestion, heartburn, pain relief, headache, dosage, caution, exceed, disperse, chicken pox, fever, influenza, chew, refer, dilute, gargle, inhale, apply

Preparation

If possible, bring an old prescription and the container or packet of some prescription medicine to the session. Also bring some over the counter medicine packets such as Panadol or cold and flu tablet packets.

Activity instructions

Read about medicines and discuss

/ Worksheet 1: Medicine labels

/ Authentic prescription

A. Learner reads aloud the information about medicines.

Discuss. Ask questions: How do you buy medicine in your country?

Have you ever bought medicine in Australia?

Have you ever needed a prescription?

Show learner a prescription and discuss.

Answer questions about medicine labels

/ Worksheet 1: Medicine labels

/ Authentic medicine containers or packets

B. Look at the Keflex label together. Explain any new vocabulary and abbreviations.

Learner reads the questions and circles the answers on the label.

Answers

1 – One capsule three times a day.

2 – Fiona Byron

3 – April 07

4 – In a cool place below 30°C.

5 – 4/11/05

6 – Darlinghurst Pharmacy

7 – Cephalexin

Ask learner to locate the same information on an old container or packet of prescription medicine. Repeat with others if possible.

C. Look at the pictures together. Explain any new vocabulary on the packets or the learner can look up meanings in their dictionary.

Ask questions: What is the name of this medicine?

What do you think this medicine is for?

Learner matches the medicines with the problems.

Answers

1 – Herron paracetamol, 2 – Dettol, 3 – Gaviscon

D. Look at the Disprin packet together. (Use a real Disprin packet if you have one.)

Explain which picture is the front and which is the back of the packet. There is a lot of new vocabulary and information on the packet. Explain to learner that they just need to understand some of the information, not all.

Learner reads and answers the questions. Guide learner to where on the packet the answers can be found. Focus on and explain important vocabulary such as ‘dosage’ and ‘caution’.

Answers

1 – a, 2 – c, 3 – b, 4 – b, 5 – a

Ask learner to locate the similar information on old containers or packets of over the counter medicine.

Answer questions about medicine instructions

/ Worksheet 2: Medicine instructions

/ Authentic medicine containers or packets

A. Learner reads the information about action verbs in instructions. Highlight the fact that the action verb comes first in the instruction and there is no subject ‘you’.

Learner reads the medicine labels and circles the action verbs.

Answers

1 – chew, chew, use, 2 – refer, dilute, gargle, 3 – keep out, use, inhale, 4 – clean, apply, do not use, keep out, wash out

B. Learner reads aloud the information about adverbs in instructions.

Ask learner to look for some adverbs or adverbial phrases on real medicine packets or in the labels on worksheet 1.

C. Learner re-orders the words to form instructions using correct punctuation (capital letters and full stops).

Answers

1 – Take the tablets daily until finished.

2 – Wash out promptly with water.

3 – Rinse mouth thoroughly with warm salt water.

4 – Repeat regularly as required.

5 – Press down firmly on the cut.

6 – Use only under medical supervision.

Explain the meanings of the instructions.

Match instructions to pictures

/ Worksheet 2: Medicine instructions

D. Learner reads the instructions and matches them with the corresponding pictures.

Answers

1 – c, 2 – d, 3 – a, 4 – b

Acknowledgement of image source

Images reproduced with permission from the Department of Immigration and Citizenship.

Triple 0

Task 2: / Can understand what to do in a medical emergency
Vocabulary: / serious, emergency, life-threatening, asthma attack, panic, sirens, paramedics, inhaler, operator, interpreter, location, conscious

Activity instructions

Answer questions about 000

/ Worksheet 3: Emergency 000

Ask questions: Have you ever called an ambulance? Why?

What do you do if you need an ambulance in your country/in Australia?

What are some other kinds of emergencies? Who would you call?

Learner reads aloud the information about triple 0.

Discuss emergency procedures in their country.

Learner reads about the different situations. Explain any unfamiliar vocabulary.

Learner ticks who to call in each situation.

Answers

1 – the electricity company

2 – 000

3 – your local medical centre

4 – 000

5 – the nearest police station

6 – 000

7 – your local vet

Answer questions about a medical emergency

/ Worksheet 4: An asthma attack

A. Look at the picture together and discuss.

Ask questions: Who is in the picture?

Where are they going?

Do you know what asthma is?

Learner reads the story aloud. Encourage learner to read with expression and to pause at full stops and commas. Listen for pronunciation. If necessary, read the story aloud to provide learner with a model.

Learner reads the statements and answers ‘true’ or ‘false’.

Answers

1 – True, 2 – False, 3 – True, 4 – True, 5 – False, 6 – False, 7 False, 8 – True

Ask learner to correct the false statements to make them true.

Complete dialogue and role play calling an ambulance

/ Worksheet 4: An asthma attack

B. Learner reads aloud the information about calling an ambulance. Explain any unfamiliar vocabulary. Discuss.

C. Learner completes the dialogue with sentences from the box.

Answers

Uh… I need an ambulance quickly.

I’m at home – number 312 Franklin Street, Springvale.

It’s 9898 4632.

I’ve got a child with an asthma attack.

She’s twelve.

Yes, she’s conscious but she can’t breathe very well. Please hurry!

Role play the completed dialogue a couple of times, reversing roles.

Role play calling an ambulance in other situations.

Read about procedural texts and write instructions

/ Worksheet 4: An asthma attack

D. Learner reads aloud the information about procedural texts. Explain any unfamiliar vocabulary. Discuss.

Practise using verbs in the imperative by giving each other instructions such as sit down, stand up, look to the left, say my name etc.

Highlight the fact that these instructions have the verb at the start and do not use the subject ‘you’.

E. Learner reads about some things Katie’s mother does.

Ask learner to find the verb in each sentence.

Learner writes the sentences as instructions, using the imperative.

Learner reads the instructions.

Answers

2 – Ask for an ambulance.

3 – Don’t panic.

4 – Answer the questions.

5 – Don’t hang up.

6 – Follow the operator’s instructions.

7 – Wait for the ambulance to arrive.

Acknowledgement of image source