Expect TheBest Instructor'SManual

An English as a Second Language
Health and Wellness Curriculum

Instructor’s Manual
www.expectingthebest.org
For more information about Expecting the Best, please contact:
Sandra J. Diehl, MPH

Project Director
diehl@email.unc.edu
Expecting the Best was generously funded by a community grant from the
North Carolina March of Dimes.
© 2006 Sandra J. Diehl

All rights reserved.
Project Director and Affiliation During Project Development
Sandra J. Diehl, MPH

Coastal Area Health Education Center, Wilmington, NC
Advisory Group and Affiliation During Project Development
Laura E. Aponte, MSW

Tri-County Community Health Center, Newton Grove, NC
Susan J. Auger, MSW

Auger Communications, Durham, NC
Monique G. DeUnger, MEd

Cape Fear Community College, Wilmington, NC
Joseph Halloran, MPH, RD, LDN

Nutrition Services Branch, NC Department of Health and Human Services, Raleigh, NC
Yvette McMiller, MPH

Office of Research, Demonstrations, and Rural Health Development
NC Department of Health and Human Services, Raleigh, NC
Merry-K. Moos, RN, FNP, MPH

Department of Obstetrics and Gynecology, The University of North Carolina at Chapel Hill
Patricia A. Payne, CNM, MPH

Cecil G. Sheps Center for Health Services Research, Chapel Hill, NC
Patrick K. Pittman, MAEd

The North Carolina Community College System, Raleigh, NC
Kimberly S. Small
New Hanover County Schools, Wilmington, NC
Casey K. Wardlaw, MPH, RD

Women’s Health Branch, NC Department of Health and Human Services, Raleigh, NC
Katie J. Waters
The North Carolina Community College System, Raleigh, NC
Consultants, The University of North Carolina at Chapel Hill, School of Public Health
Guadalupe X. Ayala, PhD, MPH
Carrie E. Fesperman, MPH, MRP
Kristin S. Hoeft, MPH
Sally C. Scott, RN, BSN, MPH
James G. Wallace, MPH

Welcome to Expecting the Best! I hope that these materials will help your students learn about
health care and healthy living.
This project grew from many different needs – instructors who needed better curriculum for
teaching about health and wellness, students who needed to know where and how to get services,
and health care workers who wanted to communicate better with their patients. I hope that these
materials contribute to better understanding and healthy living.
The lessons focus on the two topics that English as Second Language (ESL) students and health
department patients with limited English proficiency across North Carolina said interested them
most – health care and nutrition. We extensively field tested the lessons and made changes based
on important feedback from instructors and students.
Numerous ESL instructors and key leaders in education and health were instrumental to the
development of this project. Thanks to everyone who contributed their thoughts and time as we
developed, field tested, and evaluated the materials.
Sincerely,
Sandy Diehl, MPH

Instructor Information
Welcome to the Expecting the Best curriculum! The following information will help familiarize
you with Expecting the Best.
Health Literacy and English as a Second Language

Expecting the Best is a program that teaches adults with limited English proficiency about health
and wellness through English as a Second Language classes. The program is designed to improve
health literacy, functional literacy, and communication skills. It is also expected to strengthen
students’ ability to seek health care and make sound health-related decisions. Low literacy and
English language proficiency are frequently cited as major challenges that prevent individuals from
receiving the health care and information they need.
Curriculum overview
Expecting the Best is a health and wellness curriculum that is designed for high beginner/low
intermediate adult ESL students.* The lessons use cooperative learning techniques and concentrate
primarily on speaking, listening, and reading skills. Each lesson lists learning objectives and
CASAS objectives. Lessons are copyrighted, however they may be copied freely for teaching
purposes. The picture stories developed by Kate Singleton are used with permission (and can also
be copied freely for teaching purposes). The Oxford Picture Dictionary or similar texts may be
used if desired as a supplemental textbook for vocabulary development.
Lesson overview
Expecting the Best has instructor and corresponding student lessons. Most lessons in the curriculum
consist of a warm-up exercise, followed by health content area(s), and extension activities.
Instructors are encouraged to adapt the lessons as they like, and to select the content that is most
appropriate to the learning needs and interests of their students.
I. Warm-up
The warm-up exercise involves a note on the board and group discussion. Students can practice
writing by copying the ‘warm-up’ note. There is a special blank section on the front of each student
lesson that can be used for that purpose. Each warm-up activity has an accompanying small-group
discussion exercise. This is a good way to engage students and allow them to interact before
introducing content information.
II. Health Content

The remainder of each lesson focuses on health topics that combine functional, interpretive, or
review information, grammar, and games. Realia and basic teaching materials (for example, index
cards) are suggested for many of the lessons. Related vocabulary can be presented using the Oxford
Picture Dictionary (Red or Black cover) or other similar texts as resources, if desired.
III. Extension Activities

Most lessons have one or more extension activities to enhance the core material in each lesson.
Collaboration with Health Care Professionals

Because students are often eager to learn about health, they may ask technical questions that the
instructor may not be able to answer. Health educators at county health departments, community
health centers, or hospitals are a wonderful resource for information and provider referrals. Many
times they have free brochures or other information that they can share with you, and they are often
willing to come to class and give a ‘guest lecture!” They may also be willing to host a field trip to
their facility. Don’t hesitate to call one of these health centers for information.
*CASAS skill level descriptors:
High Beginner:
Listening/Speaking: Functions with some difficulty in situations related to immediate needs; may have some simple oral
communication abilities using basic learned phrases and sentences. Reading/Writing: Reads and writes letters and numbers and a
limited number of basic sight words and simple phrases related to immediate needs. Can write basic personal information on
simplified forms. Employability: Can handle routine entry-level jobs that involve only the most basic oral or written communication
in English and in which all tasks can be demonstrated.
Low Intermediate:
Listening/Speaking: Can satisfy basic survival needs and very routine social demands. Understands simple learned phrases easily and
some new simple phrases containing familiar vocabulary, spoken slowly with frequent repetition. Reading/Writing: Can read and
interpret simple material on familiar topics. Able to read and interpret simple directions, schedules, signs, maps, and menus. Can fill
out forms requiring basic personal information and write short, simple notes and messages based on familiar situations.
Employability: Can handle entry-level jobs that involve some simple oral and written communication but in which tasks can also be
demonstrated and/or clarified orally.
Note: Expecting the Best lessons are not intended to provide medical advice nor substitute for a professional medical opinion.
They are intended to build knowledge and basic skills to promote health.
Contents
Nutrition Eating well, shopping, and cooking
Lesson 1 You Are What You Eat!

Lesson 2 What Should I Eat?
Lesson 3 Nutrition for Life
Lesson 4 What’s in the Box?
Lesson 5 Let’s Go to the Store
Lesson 6 The Market
Lesson 7 Home Cooking
Health Seeking services and finding, reading and interpreting health

information
Lesson 8 Where Do I Go?

Lesson 9 Emergency!
Lesson 10 At the Emergency Department
Lesson 11 Let’s Schedule an Appointment
Lesson 12 At the Doctor’s Office
Lesson 13 What Does the Label Say?
Lesson 14 Health Information
Lesson 1
You Are What You Eat!

This lesson teaches about good nutrition. Students will learn
what’s good to eat and why.
CASAS Competencies:
1.3.8 Identify common food items
3.5.2 Select a balanced diet
Learning Objectives:
1. Learn what’s good to eat and why.
Materials needed:
• A deck of cards to demonstrate a meat serving size, measuring cups
and measuring spoons to demonstrate other serving sizes
• Examples of food products (optional)
• Fruits/vegetables to make a salad (optional)
• Oxford Picture Dictionary “Fruits”, “Vegetables”, “Meat and
Poultry”, “Deli and Seafood” (black and red cover), “Dairy Products
and Other Foods” (red cover only) optional
I. Warm-up
Note on board: We will talk about food today. Talking about food makes me hungry! What do you
like to eat?
• Ask students to talk about what they like to eat in small groups or as a class. What is
their favorite food? What is their least favorite food?
Instructor Lesson 1 -A

© 2006 Sandra J. Diehl. All rights reserved.
II. “I Love Gardening!” and “Rhyme Soup”
These two exercises allow students to practice food vocabulary. Read aloud.

Questions that you may want to ask with the “I Love Gardening” dialogue: Do you garden?
What do you grow? Why is it difficult to grow corn in a garden? The “Rhyme Soup” activity can
be done chorally for pronunciation.
III. The Food Pyramid and Serving Sizes

Introduce this part of the lesson by asking, “Have you seen the food pyramid?” “Is it
familiar?”

Use the worksheets to explain the food pyramid and information about nutrition and food
choices. Ask students to name some of the foods that you find in each category, and to
complete their own food pyramid based on their eating habits. (Instructor Note: The USDA
released a revised food pyramid in 2005 that is individually tailored according to age, gender, and
activity level. This personalized information is available at: http://mypyramid.gov. For group
teaching such as in an ESL classroom setting, nutritionists recommend using the standard food
pyramid.)
• Emphasize that we should eat a variety of foods, with the largest proportion of our
diet coming from grain groups, and the smallest from the sweets/oils group. Explain
why we have a “pyramid” instead of a square or other shape.
• Explain that carbohydrates give us energy. Dairy products give us calcium for strong
bones. Meats/Proteins help us have strong muscles. Vegetables and fruits give us lots
of vitamins and minerals. Sugar, fat, and oil have lots of calories, and little nutrition.
No more than 30% of calories should come from fat.
Instructor Lesson 1 - B

• Explain the size of a serving using measuring cups, measuring spoons, and the deck of
cards. Let students know we don’t need to measure our food everyday, but we should
be aware of portions. You may choose to include the serving size page as part of the
lesson, or use it for student reference only.
• Ask students about the size of meal portions in their culture, vs. in the US.
The cultural food pyramid sheet can be included as part of the lesson, or for reference only.
Instructor Lesson 1 - C

IV. Practice/Game
Food groups worksheet.

• This worksheet can be done orally or in writing, individually or in pairs/groups.

• This can also be done as a game. Game idea: split class into 2 teams. Each team lines
up single file at the blackboard and works as a relay. Give students 2 minutes (or as
appropriate) to write as many food words as they can. Categorize foods according to
their food group.

• Another idea is to divide the class into two or more groups. Using poster paper and
markers, ask students to draw as many foods as they can within a predetermined time
period. Ask students to name the foods. Categorize foods according to their food
group.
• Bring fruits and/or vegetables to class and use to teach vocabulary. Make a salad with
them and enjoy! Teach related concepts like hand washing before food preparation.

• Discuss food illnesses that are common in students’ native countries.

• Go ‘away for a day’ and plan meals based on the food pyramid.

• Discuss malnutrition. Is it common in your native country? What are the symptoms?

• Divide into groups. “You are the leaders of a poor country that suffers from hunger
and malnutrition. How would you solve that problem?”
• Ask students to visit the food pyramid website and learn their own, tailored nutrition
recommendations http://mypyramid.gov.

Nutrition
Objectives: Students will acquire the skills and ability to:
1. Purchase healthy food at the grocery store.

2. Prepare healthy food at home.
3. Use nutrition-related resources available in the community.
Nutrition Resources and Referrals
• WIC (Women, Infants and Children) – A program that provides food, nutrition
counseling, and access to health services for low-income pregnant and post-partum
women, and to infants and children at nutritional risk. Women do not need citizenship
status to receive services. Contact: County Health Department. (www.fns.usda.gov/wic)
• Food Stamps - The Food Stamp Program provides benefits to low-income people that
they can use to buy food to improve their diets. Food stamp recipients spend their
benefits (in the form of electronic benefits on debit cards) to buy eligible food in
authorized retail food stores. Recipients need to be resident-aliens or citizens of the
United States. Contact: County Department of Social Services. (www.fns.usda.gov/fsp)
• EFNEP (Expanded Food and Nutrition Education Program) – Students can be

trained to teach their communities about good diets, including how to select and buy
food, prepare food, and manage food budgets. Contact: County Extension Office.
(www.ces.ncsu.edu/depts/fcs/foods/efnep/links.html)
• March of Dimes – A national non-profit organization dedicated to improving the health

of babies by preventing birth defects and infant mortality. The March of Dimes has
numerous consumer health education materials available, including pamphlets about folic
acid. (www.modimes.org)
Lesson 1
You Are What You Eat!

This lesson teaches about good nutrition. You will learn
what’s good to eat and why.
Warm-up
Please copy the note on the board.
Instructor Lesson 1 - 1

© 2004 Coastal Area Health Education Center and March of Dimes Birth Defects Foundation. All rights reserved.
I Love Gardening!
Jana: I want to start a garden. Do you know how to grow a garden?
Felix: I love gardening! I have a garden every year. It’s small. I grow
the vegetables I like best ‐ tomatoes and peppers.
Jana: Hmmm. I like corn a lot.
Felix: Corn?! I don’t know…..maybe something else is better.
Jana: Ok, how about string beans?
Felix: Sounds great! Let’s get started. I will show you how!
Rhyme Soup

Carrots, celery, corn and peas
Put them in a pot as fast as you please
Stir them with tomatoes

Add some potatoes
And heat, heat, heat

Until it’s good enough to eat!


The Food Pyramid

The food pyramid helps us choose what foods to eat. It tells us how to get the
nutrients we need, without eating too many calories. The pyramid tells us to
eat a variety of foods.

There are 5 major food groups – grains, fruits, vegetables, dairy, and protein.
Each of these foods provide some, but not all, of the nutrients we need. No one
food group is more important than another – for good health, you need them
all.

Eat a lot of grains, vegetables and fruits. Eat some dairy, meat, and/or other
protein. Eat very little fat, oil, and sugar.
Source: The Center for Applied Research in Education

What is a Serving?
It’s easy to eat the recommended number of servings. For example, two
slices of bread are two servings. You don’t need to measure servings.

Grains (eat 6-11 servings)

1 slice of bread
1 medium muffin

1 tortilla
½ cup of cooked rice or pasta

1/2 cup of cooked cereal
1 cup of ready to eat cereal
4 crackers
Fruits (eat 2-4 servings)

1 piece of fruit or melon wedge
¾ cup of fruit juice

½ cup of chopped, cooked or canned fruit
¼ cup of dried fruit

Vegetables (eat 3-5 servings)
½ cup of chopped raw or cooked
vegetables
1 cup of raw leafy vegetables
¾ cup of vegetable juice

Dairy (Milk) (eat 2-3 servings)
1 cup of milk or yogurt

2 slices of process cheese (2 ounces)
2 slices of natural cheese (1.5 ounces)
2 cups of cottage cheese
1.5 cups of ice cream, ice milk or frozen yogurt
Protein (Meat) (eat 2-3 servings)

2‐3 ounces of cooked lean meat, poultry, or fish (the size of a deck of cards)

1 cup of cooked dry beans
2 eggs

4 tablespoons of peanut butter
1/2 cup of nuts or seeds
7 ounces of tofu

Fill in the blanks:
1. ________________ and _______________ are two foods that are high

in fat. (examples are: potato chips, mayonnaise, French fries, ice cream)

2. ________________ and _______________ are two foods that are high

in sugar. (examples are: candy, soda, cookies, cake)

3. Eat a lot of ____________________, ________________________,

and __________________. (fruits, vegetables, and grains)

4. Eat some __________________, _____________________, and/or

____________________. (dairy, meat, other protein)

5. Eat very little _________________, _________________, and

____________________. (oil, fat, and sugar)

Make your Own Food Pyramid!
Write down everything you ate yesterday.
Include meals, snacks, and drinks.
Morning:

Afternoon:

Evening:

Put the food you ate yesterday
into food pyramid categories.
Fats, Oils, and Sweets (a little)
Milk, Yogurt, and Cheese Group (2-3 servings)

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts Group

(2-3 servings)
Vegetable Group (3-5 servings)
Fruit Group (2-4 servings)

Bread, Cereal, Rice, and Pasta Group (6-11 servings)


Practice
Name the 5 food groups. List at least 3 examples of

foods from each group.
1 - Group: Grains___________________________________________________

Examples: Bread, tortillas, rice

2 - Group: ___(Fruit)_________________________________________________

Examples: Apples, watermelon, blueberries

3 - Group: ___(Protein)_______________________________________________

Examples: Chicken, tofu, beans, eggs

4 - Group: _____(Dairy/Milk)__________________________________________

Examples: Cheese, yogurt

5- Group:____(Vegetable)______________________________________________
Examples: Spinach, carrots


Examples of Food Pyramid Choices for Various Cultures
African- Asian Native Hispanic
American American
Bread,cereal, Biscuits Barley Blue corn Bolillo
rice, pasta Corn bread Bing products Tortilla (Mexican)
Grits Dumplings Bread
Flour tortillas
Rice Rice Fry bread Rice
Hau jaun Wheat sprouts Taco Shell
(Chinese) White bread (Mexican)
Cabbage Bamboo shoots Carrots Agave
Vegetables Corn Bok choy Corn Cabbage
Greens Cabbage Potatoes Carrots
Okra Celery Squash Cassava
Potatoes Green beans (including Jimaca
Squash Peas blossoms) Onion
Sweet potatoes Scallions Wild celery Potatoes
Tomatoes Spinach Wild onion Squash
Water chestnuts Zucchini Sweet potatoes
Apples Chinese beans Catabopy Apples
Fruits Bananas Guava Casabas Bananas
Berries Jiyube Berries Guava
Peaches Kumquats Oranges Mango
Watermelon Litchi Watermelon Oranges
Oranges Yucca fruit Papaya
Papaya Pineapple
Persimmons Platano
Watermelon Zapate
Legumes Bean paste Beef Beef
Protein Fish Beef Blood sausage Legumes
Chicken Chicken Chicken Chicken
Turkey Duck Deer, elk Eggs
Beef Lamb Legumes Fish
Shellfish Processed Lamb
Eggs meat Nuts
Pork
Tripe
Milk and Buttermilk Buffalo’s milk Cheese Custard
Dairy Cheese Cow’s milk Goat’s milk Cheese
Ice cream Soybean milk Cow’s milk Ice cream
Products
Milk Yogurt
Pudding
Adapted from Penn State Nutrition Center 1996.Used with permission from Cultural Competence in the Care of
Childbearing Families, March of Dimes Nursing Module 2002
Instructor Lesson 1 -

10
Lesson 2
What Should I Eat?
This lesson provides information about healthy diets and teaches students
how to ask for and give advice.

CASAS Competencies:



1. Learn how to ask for and give advice.
2. Understand the impact of food on
weight and health.

Materials Needed:

None
I. Warm-up

Note on board: What did you eat last night for dinner? How many meals do you eat each day?
Do you eat your biggest meal in the afternoon, or in the evening?

• Have students break into groups and talk about meals. Teaching suggestions:
Review present/past tense of “to eat” and “to have.” Mention that
“dinner/supper” have similar meanings.
Instructor Lesson 2 - A


II. Advice

Conversation, grammar, and giving advice. Students and/or the instructor can read the
conversations aloud and review the grammar. Discuss the problem and what advice
students could give to the people in the conversations. The conversations are written at
somewhat different levels to appeal to different learning needs (for example, some
students like to learn slang). Choose the conversations that best suit the needs of your
class.

Point out the informal language in the conversations. Discuss portion sizes (ie., that our
portions tend to be bigger – leading to weight gain), ask students how their diets have
changed since coming to the U.S., etc.

III. Practice / Advice Worksheet

One way to present the advice sheet is through a ‘jigsaw’ approach to pre‐teach this
information. Write “Nutrition Advice” on the board. Ask students to break into groups.
(for example “Should” groups and “Shouldn’t” groups.) The “Should” group(s) are
responsible for coming up with advice on what we should do for good nutrition. The
“Shouldn’t” group(s) are responsible for coming up with advice on what we shouldn’t
do for good nutrition. One student per group is the recorder. Each group then
‘scrambles’ to form a new group, with some ‘Should’ students and ‘Shouldn’t’ students
now mixed in a group. Each group discusses their ideas and later presents their ideas.
Clarify vocabulary and compare lists. Complete the exercise by reviewing the
“Nutrition Advice” worksheet.

• Use the picture stories found at the end of the lesson to reinforce the idea that
food consumption affects weight and health. Teaching ideas:

• Use the ‘Language Experience Approach’ (LEA) to create a story of what’s
happening in each picture. Write the story as students tell it to you.
Review the story.

• Break students into pairs or groups. ‘White‐out’ some or all of the captions
on photocopies and ask students to create their own their own captions.
Afterwards, let students read the original captions.
• Ask students to anonymously write a ‘problem’ (true or fictional) on a slip of
paper, collect the sheets, redistribute, and ask students to read the problem aloud.
The students can suggest a solution.
• Another option is to create a “Dear Abby” type of letter on the board (or have
students write one, or use one from the newspaper), and let students come up
with a solution to the problem. This can be done verbally in groups or in writing
individually. Show the columnist’s solution if appropriate.


Lesson 2
What Should I Eat?
This lesson gives you information about healthy diets and teaches you how
to ask for and give advice.
Warm-Up

Conversations
Anya: Hi Lee. How are you?
Lee: I don’t feel very well.
Anya: Why not?
Lee: I ate three donuts and drank two cups of coffee for
breakfast. My stomach hurts.
Anya: No wonder your stomach hurts!

Alan: Hey dude, what’s up?
Raul: Not much man. Where are you going?
Alan: To the gym. I want to lift weights and run. I’ve gained 15 pounds
this year.
Raul: Wow. How?
Alan: Too many “biggie” meals at
Wendy’s, I guess!
Raul: You know, I’ve put on a few
pounds too.


Conversations
Louise: My mother‐in law is going to visit us next
week. I’m not sure what to cook for her.
Amy: Why?
Louise: Because she’s so hard to please! She only
eats meat and potatoes. She doesn’t like vegetables. She’s allergic
to flour. She is also on a diet. I don’t know what to make. I want
her to think I’m a good cook.
Amy: I have some good recipes that I can give to you.
Louise: Great! Do you have 30 recipes? She’ll be here for a month.

Ted: AHHH, my head hurts.
Ping Li: You should lie down.
Ted: I’ll try that. The aspirin isn’t working.
Ping Li: Why does your head hurt?
Ted: Because I went out last night and had a
few beers.
Ping Li: Sounds like a few beers too many!

Asking for and Giving Advice
“Should” means: This is a good idea. This is good advice.
(a) My stomach hurts. I should lie down.
(b) Julissa is afraid of the dark. She should sleep with a nightlight.
(c) You’re sick. You should go to the doctor.
(d) I have a temperature. What should I do?
(e) I’m hungry. I should eat something.
(f) Otto needs a job. He should look for ‘Help Wanted’ signs.
(g) Sallu is homesick. What should he do?
When giving advice, should is followed by the simple form of a verb.

An example with the verb, ‘to go’….
I should go.

You should go.

She/He/It should go.

We should go.

You (guys/all) should go.

They should go.

Examples:
You should go to bed now. Ok, I’m tired.
You shouldn’t worry so much. You’re right. Things will be ok.
He should put on a jacket – it’s cold outside!
I should watch less TV.

Practice
When asking for advice, use the questions,

“What should I do? ” or “ What do you think I should do? ”
1. What advice should Anya give to Lee?
(e.g., eat fruit and cereal for breakfast)

2. What advice should Alan give to Raul?
(e.g., exercise more or eat less fast food)

3. What should Louise cook for her mother‐in‐law?

4. What advice did Ping Li give to Ted?
You should lie down.
Matching
Situation I should….
b Your child does not feel well a. go to the DMV
d Your car does not run b. take my child to the doctor
a Your license expires tomorrow c. eat something
c You’re hungry d. tow my car to the mechanic
f You have gained 15 pounds e. go shopping
e You need new jeans f. exercise more

Give advice. Use either “should” or “shouldn’t.”
1. We had candy and soda at the movies. Now we have stomachaches.

_________________________________________________________________.

2. I like to cook my vegetables with lard.

_________________________________________________________________.

3. I’m gaining weight. My clothes are too small for me.

_________________________________________________________________.

4. Joe likes to go out on Saturday night and drink a lot.

_________________________________________________________________.

5. Huong likes to watch television after work every day. She watches TV
until she falls asleep.

_________________________________________________________________.

6. I don’t know what to cook for dinner tonight.
_________________________________________________________________.

Nutrition Advice
Here are some things you can do to have a healthy diet.
1. Eat a variety of foods.

2. Choose a diet with lots of grains, fruits, and vegetables.

• Buy whole wheat bread and whole grain cereals. They have

more fiber.

• Eat dark leafy vegetables (spinach, romaine lettuce, broccoli)

several times a week.

3. Choose a diet low in fat and cholesterol. You will help prevent a

heart attack, some cancers, and it will help you be a healthy weight.

• Choose 1% or skim milk.

• Choose low‐fat or nonfat yogurt.

• Choose part skim or low‐fat cheese and ice milk or frozen

yogurt.

4. Broil, bake, or boil meat instead of frying. Chicken and turkey

without the skin and most fish are low in fat.

5. Eat beans several times a week. Eat beans instead of meat.

6.

Drink lots of water. Water is important for good health, and for
beauty too! You should drink 6‐8 glasses every day.

7. Take a multivitamin every day.


Here are more ideas.

1. Don’t eat too much sugar. Sugar is high in calories and low in
nutrients, and can cause tooth cavities.

• Drink 100% fruit juice. Punches and fruit drinks have lots of
sugar and little nutrition.

• Limit candy, desserts, and soft drinks (sodas/pop).

• Limit pastries, cakes, and cookies.
2. Don’t eat too much salt. Salt increases your chances of high blood

pressure.
3. Don’t drink too much alcohol. Alcohol has calories, but is low in

nutrition. Have no more than 1‐2 drinks a day. Drinking too much
alcohol can cause health problems and accidents, and can lead to
addiction.
4. Limit soft cheeses (feta, blue cheese, queso blanco, queso fresco etc.)

and ice cream.
5. Don’t add fat and sugar to food – for example, mayonnaise, butter,

margarine, salad dressing, sugar, and jelly.

• Limit fat to 1/3 of all calories. Avoid coconut and palm oil.

(Adapted from the Consumer Information Center: The Food Guide Pyramid, www.pueblo.gsa.gov)




Instructor Lesson 2 -10

Lesson 3
Nutrition for Life
This lesson discusses how nutritional needs change throughout our
lives and the long‐term health benefits of good nutrition.
CASAS Competencies:
1. Understand our special nutritional needs
through the life cycle.
Materials Needed:
• Bottle of multivitamins
• Box of cereal with 100% daily allowance of folic acid
• Example of a calcium‐enriched product (for example, orange juice) ‐ optional
I. Warm-up
Our lives have many special celebrations. For some people, a birthday is a special celebration
every year. Marriage is another type of special celebration.

• Ask students to form groups and talk about special events/traditions in their lives in
their native country during different times in life (for example, quinceaños
celebrations, marriage, anniversaries, retirement etc.). Write various stages of life on
the board and ask if there are any special celebrations that typically happen during
that time ‐ for example teenager, adult, older adult.


II. Life Cycle Nutrition
Just like we have different celebrations at different times in life, we also have different
nutritional needs at different times in life. Review the worksheet with information
about how our nutritional needs change during different times in our life.

III. Health Brochures

As a lead‐in to practicing with brochures, ask students where they get their information
about health. Write their ideas on the board, “Places We Get Information about Our
Health” (eg., tv, radio, newsletters, brochures, family/friends, books, the doctor, nurses,
etc.). Tell students that this brochure is about Folic Acid. Folic acid can help prevent
heart disease, stroke, and cancer (cervical and colon cancer and possibly breast cancer).
It can also help prevent birth defects of the brain and spine.
Read the brochure 3 times:
1. The teacher reads the brochure aloud.
2. Students read the brochure independently, followed by interactive time to clarify
unknown vocabulary and ask questions.
3. A few student volunteers read the brochure aloud a final time. Practice
pronunciation as needed. The questions that follow can be done orally, individually, or
in pairs/groups.


Ask students if they take multivitamins now, and why or why not. Show students a
bottle of multivitamins so they can become familiar with it. Tell students that they can
buy the store brand (generic) because it is cheaper and works equally well as name
brands. Some cereals are a good food alternative if they would like to consume folic
acid. They need to look at the label to see if it says, “100%.” Many cereals have 25%.
• Diabetes Brochure – take the ‘risk quiz’ and practice reading the brochure. (Note: This
brochure is used with permission from the American Diabetes Association)
• Ask students to create their own health brochure on a topic of their choice.

Lesson 3
Nutrition for Life

This lesson teaches you how our nutritional needs
change during our lives.
Warm-up

We have special
nutritional needs
during special
times in our lives.
Teenagers/Young Adults
• Calcium – Our bones grow quickly during this time. Teenagers need
calcium to help make bones strong. You can get calcium in foods such

as low‐fat milk, cheese and yogurt, and dark green vegetables (broccoli,

spinach). You can also buy food that has extra calcium added, like

bread, orange juice, or ice cream, or you can buy calcium tablets.
Adults
• Folic Acid – Folic acid helps prevent heart disease, stroke, and certain

cancers, like cervical and colon cancer. It also helps prevent birth

defects of the brain and spinal cord if it is taken before and early in

pregnancy. It’s a very good idea for all adults to take a multivitamin

daily. If you don’t like taking vitamins, have a bowl of cereal! Look for

a brand that has 100% of the daily allowance of folic acid.
• Calcium – Adults need calcium to keep their bones strong and to
prevent osteoporosis. Exercise will also help make bones strong.

Women who are Pregnant and Breast feeding
• Prenatal vitamins and extra calories - Women need to eat

more calories when they are pregnant and breast feeding. They

should also take prenatal vitamins. They can buy these

vitamins in many places, like drug stores, grocery stores, or

Walmart ®/Target®. They can also request a prescription from

their health care provider.

There are some foods pregnant and breast feeding
women should NOT eat.

• Fish – shark, swordfish, tile fish, and king mackerel – Avoid these fish
because they contain poison (mercury) due to pollution in the ocean.
• Soft Cheeses – Sometimes soft cheeses have a bacteria (Listeria) which

may cause a miscarriage. Avoid Brie, Camembert, Roquefort (Blue

Cheese), Feta, Gorgonzola (Goat Cheese), Queso Blanco and Queso Fresco.
• Lunch Meats and Hot Dogs – Sometimes these foods have the bacteria

Listeria too.
Older Adults
• Older adults should take multivitamins if they do not eat a variety of

o foods. They should take Vitamin D if they
o
o do not go outside often.

(The sun gives us Vitamin D naturally! )

Take
Folic Acid
Practice
with a
brochure.
There is something safe, inexpensive, and
easy to help keep your heart healthy,
lower your risk of cancer, and prevent
birth defects in children. What is it?
Folic Acid!
Folic acid is a special vitamin that can help
prevent cancer, stroke, heart disease, and
birth defects.
Want to know more?

It is easy to get folic acid every day!
• Take a multivitamin with 100% of the
recommended daily amount or take a folic acid pill.
• Eat cereals. They usually have between 25% and

100% of the recommended daily amount. Look at
the label on the box to see how much folic acid it
has! Find a brand you like that says 100%.
• In addition to cereal or vitamins, eat healthy foods

like spinach, beans, peas, fruits, and grains.

Which multivitamin should I take?
• Any brand which says 100% of folic acid (400

micrograms) on its label. Store brands are
cheaper and have the same vitamins.
What if I do not like to swallow vitamins?

• Try a chewable multivitamin.
• Eat cereal!
• Try folic acid pills. They are smaller than
multivitamins.
Will vitamins make me gain weight?

No. Vitamins give you nutrients you need to stay
healthy and active. They do not have calories or
fat.
Always keep vitamins and medicines

where kids cannot get them.
Adult vitamins can poison kids.

Practice
True/False.
a) Folic Acid can help prevent heart disease, cancer, and stroke. _____(T)

b) Folic Acid is a vitamin that can help prevent birth defects. _____ (T)

c) Everyone should take a multivitamin or eat cereal every day. ____ (T)

d) It’s ok for children to take adult vitamins. _____ (F)

e) Vitamins make people gain weight. _____ (F)

f) Exercise makes our bones weak. _____ (F – exercise makes bones strong,

especially weight-bearing exercise (walking, basketball, soccer, volleyball etc.).

g) We can get vitamin D from the sun. _____ (T)
Name three foods that have folic acid.
1 _____________________________________
Examples: cereal, orange juice, spinach
2 _____________________________________
3 _____________________________________
Name three foods that have calcium.
1 ______________________________________
Examples: spinach, yogurt, milk
2 _____________________________________
3 ______________________________________

Here is
another
brochure.





Lesson 4
What’s in the Box?

This lesson teaches students how to read nutrition labels. It
teaches comparative words.

CASAS Competencies:

1.1.7 Identify product containers and interpret
weight and volume


1.6.1 Interpret food packaging labels

3.5.1 Interpret nutritional and related information
listed on food labels
7.2.3 Make comparisons, differentiating among,
sorting, and classifying items, information, or ideas


1. Learn how to read nutrition labels.
2. Learn how to express what is needed from the store.
3. Learn how to make comparisons.

Materials Needed:
• 1‐2 small, wrapped gift(s) (optional). If you want to get really creative, place the gifts
inside empty, clean food containers (like an oatmeal cannister, cereal box, etc.) and
then wrap them.
• Examples of food packages (optional)
• Oxford Picture Dictionary, “Containers and Packaged Foods”, “Weights and
Measures” (Black cover only) (optional)


I. Warm-Up

Have you ever received a gift and wondered, “What’s in the box?” What do you do to figure out
what’s in it? What’s the best gift you have given to someone? What’s the best gift you have
received from someone? When do you give gifts? I give gifts to special people in my life for their
birthday.

Review the verb ‘figure out’ if necessary. Ask students what they do to help them guess
what’s in a box. Review verbs like “shake,” “squeeze,” “listen” and any other verbs that
students suggest. Ask students to break into groups and talk about gifts they’ve given
and received, and if gift‐giving is part of their culture. If you have a wrapped gift, have
them circulate it in their groups and guess what’s inside. One way to do this is by having
them write their guess on a piece of paper. Give the gift away – to the person who guesses
correctly, or through a random drawing.

II. Conversations

• Present the conversations. The third conversation is at a higher level. Discuss what
students need from the store – orally, or ask them to make a list.

III. Food Labels

• Introduce this part of the lesson by making an analogy between gifts and the ‘gift’
of food and nutrition inside food packages. We know what’s inside food
boxes/containers because of the nutrition labels. Explain how to read nutrition
labels. Use the cereal, milk, and doughnut labels as examples.



• Get/got and buy/bought – review use of these words
• How much/how many and counting foods – for example, some foods can be
counted – like apples. How many apples do we need? We need two apples. Other
foods can’t be counted, like liquids, grains, spices, or dairy foods. For these, count
containers. How much rice do we need? We need two boxes.
• When presenting the nutrition labels:

‐ Food labels list what you get in food compared with what you need every
day.
‐ Notice the serving size – if you eat more, you get more nutrition (and
calories!)
‐ Fat, cholesterol, sodium (note that this means salt), carbohydrates, and
protein are listed at the top. You can remind students what each of these
give us (carbohydrates give us energy, protein gives us strong muscles,
vegetables and fruits give us vitamins and minerals, sugar, fat and oil have
calories and little nutrition).
‐ Fat calories should be no more than 1/3 of total calories
‐ Vitamins are listed at the bottom.

IV. Comparison words

Review the comparison word worksheets and answer the questions.



• Ask students to role play dialogues about what they need from the store.
• Game: Comparison activity. Divide the class into groups. Cut the activity
questions into strips and place into a ‘hat’. Have students alternate between asking
and answering questions. Point out that some questions are about facts and have a
right answer, and some are about opinion and have no right or wrong answer.
• Bring in a few snack food items. Break students into pairs or small groups, and ask
students to compare the nutrition labels on the snacks. Ask students to decide
which snacks are healthier and explain why.

Instructor Lesson 4 - D

Lesson 4
What’s in the Box?
This lesson teaches you how to read nutrition labels
and choose healthy foods.
Warm-Up

Conversations
Patricia: I’m going to the store after work tonight. Do you need anything?

Bob: Yes, can you please get me a tube of toothpaste and some chewing gum?

Patricia: Sure. Anything else?

Bob: No, that’s it. Thanks!
Katie: What did you bring home from the grocery store?

Scott: A loaf of bread and some milk.

Katie: How much milk did you get?
Scott: A gallon.

Katie: Thanks! Now I have
enough milk all week
for my coffee and cereal!

Conversations
Alseny: We’re out of dish detergent, honey.

Rose: Oh no – I thought you just bought some, didn’t you?

Alseny: No, I forgot!

Rose: Will you please run out and pick up some detergent? I can’t stand to

have dirty dishes in my sink overnight.

Alseny: I’m tired. Can it wait until tomorrow morning?

Rose: No, I don’t think so. Please get some now, sweetheart.

Alseny: Ok, ok. I’ll be back soon. Do we need anything else?

What do you need from the store?

What should you eat Nutrition Facts
Serving Size 1 cup (31g/1.1 oz)
for breakfast? Servings Per Container About 11
Cereal with
½ Cup
Compare the cereal …. Amount
Per Serving Cereal
Vitamins A&D
Fat Free Milk
Calories 110 150
Calories from Fat 0 0
% Daily Value**
Total Fat 0g* 0% 0%
Saturated Fat 0g 0% 0%
Cholesterol 0mg 0% 0%
Sodium 220 mg 9% 12%
Potassium 60mg 2% 7%
Total
Carbohydrate 23g 8% 10%
Dietary Fiber < 1g 3% 3%
Sugars 4g
Other Carbohydrate 18g
Protein 6g
Vitamin A 15% 20%

Vitamin C 35% 35%
Calcium 0 15%
Iron 45% 45%
Vitamin E 35% 35%
Thiamin 35% 40%
Riboflavin 35% 45%
Niacin 35% 35%
Vitamin B6 100% 100%
Folic Acid 100% 100%
Vitamin B12 100% 110%
Phosphorus 6% 20%
Magnesium 4% 8%
Zinc 6% 8%
Selenium 10% 10%
* Amount in cereal. One half cup of fat free milk
contributes an additional 40 calories, 65mg
sodium, 6g total carbohydrate (6g sugars), and
4g protein.
** Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher or
lower depending on your calorie needs:
Calories 2,000 2,500
Total Fat Less than 65g 80g
Sat Fat Less than 20g 25g
Cholesterol Less than 300mg 300mg
Sodium Less than 2,400mg 2,400mg
Potassium 3,500mg 3,500mg
Total Carbohydrate 300g 375g
Dietary Fiber 25g 30g
Calories per gram: Fat·9 Carbohydrate·4 Protein·4

Nutrition Facts …. and the glazed
Serving Size 1 doughnut
Servings 1
Calories 200
doughnut.
Fat Cal. 100
*Percent Daily Values (DV) are based on a 2,000 Cal
Diet
Amount/Serving %DV*
Total Fat 11g 17%

Saturated Fat 3g 15%
Cholesterol 5mg 2%
Sodium 115 mg 5%
Total Carb. 23g 8%
Fiber 2g 8%
Sugars 5g
Protein 4g
Vitamin A 0% Vitamin C 2%
Calcium 6% Iron 4%
So what do you think?
1. Which food has more fat, the doughnut or cereal?

____doughnut_______________

2. Which food is higher in calories? ____doughnut_______________

3. Which food has less calcium? ____doughnut_______________

4. Which food is healthier to eat for breakfast? ____cereal______________

Skim Milk vs. Whole? -- Same Nutrition, Less Fat!
Skim Milk
Nutrition Facts
Serving Size 1 cup (236ml)
Servings Per Container 1
Amount Per Serving

Calories 80 Calories from Fat 0
% Daily Value *
Total Fat 0 0%
Saturated Fat 0g 0%
Cholesterol Less than 5 mg 0%
Sodium 120 mg 5% Whole Milk
Total Carbohydrate 11g 4%
Dietary Fiber 0
Sugars 11g
0%
Nutrition Facts
Protein 9g 17% Serving Size 1 cup (236ml)
Servings Per Container 1
Vitamin A 10% * Vitamin C 4%
Calcium 30%*Iron 0%*Vitamin D 25% Amount Per Serving
Percent Daily Values are based on a 2,000 Calories 120 Calories from Fat 45
calorie diet. Your daily values may be higher % Daily Value *
or lower depending on your calorie needs.
Total Fat 5g 8%
Saturated Fat 3g 15%
Cholesterol 20mg 7%
Sodium 120 mg 5%
Total Carbohydrate 11g 4%
Dietary Fiber 0 0%
Sugars 11g
Protein 9g 17%
Vitamin A 10% * Vitamin C 4%

Calcium 30%*Iron 0%*Vitamin D 25%
Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher
or lower depending on your calorie needs.


Common ways to make comparisons.

Adjective +ER Than Example

Sandy is older than
Old Older Older than Scott.

Sandy is younger
Young Younger Younger than than Mike.

Texas is bigger than
Big Bigger Bigger than North Carolina.

My foot is smaller
Small Smaller Smaller than than your foot.

The Camaro is faster
Fast Faster Faster than than the Corolla.

A car is slower than
Slow Slower Slower than an airplane.
This store’s prices are
Good Better Better than better than that
store’s prices.
Irregular Comparisons

A migraine is worse
Bad Worse Worse than than a headache.
The beef is more

More More than (expensive) than the
chicken.
The chicken is less

Less Less than (expensive) than the
beef.
Adapted from AZAR.
More Examples:
1. John is taller than Carla. He’s 6 feet tall. Carla is 5 feet.

2. This book is heavier than that book.

3. Irene’s hair is longer than Adrian’s.

4. A bag of potato chips has more calories than an apple.

Practice
1. What is brighter, the sun or the moon?
_____the sun_______________________________
2. Who is older, your mother or your father?
___________________________________________
3. What is healthier, potato chips or fruit?
______fruit_________________________________
4. What is colder, ice or water?
______ice__________________________________
5. What is hotter, coffee or iced tea?
______coffee_______________________________


More Comparisons (superlatives)

Adjective Comparison Final Comparison Example

(+ER) (+EST)

Raisins are the
Small
Smaller Smallest smallest fruit.

Watermelon is the
Big
Bigger Biggest biggest fruit.
Your daughter is the
Tall Taller Tallest tallest girl in the class.

Your son is the
Short Shorter Shortest shortest boy in the
class.
Paul is the hungriest
Hungry Hungrier Hungriest person in the
restaurant.
Spinach is one of the
Good Better Best best vegetables to eat.

Irregulars
French fries are one of
Bad Worse Worst the worst vegetables to
eat.
What fruit do you like
More Most the most?
What vegetable do you
Less Least like the least?
More Examples:
1. I’m the oldest in my family.

2. She is the nicest person I know.

3. This is the worst movie I have ever seen!

4. This brand of cereal has the most calcium.

Practice
1. Where’s the best place to eat in this town?

__________________________________________________________________

2. Who is the prettiest person you know?

__________________________________________________________________

3. Who is the smartest person you know?

__________________________________________________________________
4. What’s the best movie you’ve ever seen?

__________________________________________________________________
5. Who is the best doctor in town?
______________________________________________

Activity
What do you like better, meat or fish?
Which music do you like better, rock and roll, or jazz?
Which sport do you like better, swimming or soccer?
Which month is first, January or February?
Which is better for you to eat, french fries or a salad?
Which is healthier to drink, water or cola?
Which number is smaller, 170 or 120?
Which word is longer, grape or pear?
Which do you like better, singing or dancing?
Which food is more expensive, green bell peppers or red bell peppers?
Which fruit is smaller, a grape or an orange?
What is spicier, a jalapeño pepper or a habanero pepper?
What’s bigger, garlic, or eggplant?
What’s harder, a ripe avocado or an unripe avocado?

Lesson 5
Let’s Go to the Store

This lesson teaches students about grocery shopping. It provides
Information on food discounts.
CASAS Competencies:
1.1.6 Count, convert, and use coins and currency,
and recognize symbols such as ($) and (.)
1.2.1 Interpret advertisements, labels, charts, and
price tags in selecting goods and services
1.2.3 Compute discounts
1.3.5 Use coupons to purchase goods and services
0.2.2 Complete a personal information form
1. Learn how to save money at the store.
2. Learn how to make requests.

Materials Needed:
• Coupons (optional)
• Circulars (optional)
• Oxford Picture Dictionary, “The Market” (black cover) “Shopping at the
Supermarket” (red cover) (optional)

I. Warm-up

Note on board: Sometimes when I go to the grocery store I like to make a list of what I need.
Right now I need eggs, bread, milk, cereal, cheese, bananas, lettuce, and tomatoes. What do you
need from the store right now? Do you like to make lists when you shop? Where do you shop?
How often do you shop? Is shopping for food different here than in your country?

Ask students to break into groups and talk about where they like to shop, how often,
and how shopping is different here. After they have had a few minutes to chat, find out
where students like to shop. Ask them why they like to shop there (ie, prices,
convenience, quality of food etc.).

If possible, write the food items listed in the warm‐up (or any food vocabulary that’s
been presented in class already) on the board before class begins. Ask them to fill in the
‘unit.’ Below are examples of what you might list on the board.

A _carton ___________ of eggs (example)

A ___________________ of bread (loaf)

A ___________________ of milk (gallon, half gallon, pint etc.)

A __________________ of cereal (box)

A ___________________ of cheese (block, or ½ pound, etc.)

A ___________________ of bananas (bunch)

A ___________________ of lettuce (head, bag)

_____________________ tomatoes (number of or weight)

Ask one or two students to write 5 or so items that they need from the store on the
board. Ask students as a group to name the unit of each item. Write their responses, or

let them come to the board and write them. Form questions using the items listed, for
example, “How much milk do you need?” “I need a gallon.” or “How many eggs should
I buy?” We need a dozen eggs/We need a carton.” Ask students as a group to respond
to the questions.

II. Worksheet and Role Play

• Worksheet: Read the dialogue and practice pronunciation. Clarify any unknown
vocabulary.
• Role Play: Ask students to practice the dialogue. Each section can be its own
separate role play interaction. After students have practiced, ask volunteers to
come to the front of the room. Ask them to role play each interaction without the
worksheet if possible (Griselda asking Alan what’s needed from the store;
Griselda communicating with the produce clerk etc.). The instructor may want to
play one role for each interaction, depending on the level of the students.
III. Saving Money – Discount Cards, Circulars,

Coupons, and Unit Pricing

This part of class will help students learn 4 ways to save money at the store: Start off by
asking them how they save money when they shop. You can do this as a group exercise,
or as a game – make teams and ask students to write as many ideas as they can think of
in a set time period (for example, one minute). See which team comes up with the most
ideas. What is/are the best ideas in their opinion?
Here are 4 possible responses that are presented in the lesson:

1. Discount Cards (MVP, VIC card etc.)
2. Coupons
3. Flyers (also known as circulars) to see what’s on sale
4. Unit pricing

• Other possible responses are: make a list and stick to it; don’t shop when you’re
hungry; don’t shop at convenience stores; buy store brands; buy extra if
something is on sale and you can use it before it expires; leave kids at home if
possible when you shop –you don’t need to respond to their requests to buy
certain products.

Review the 4 ideas for saving that are presented in the lesson. Explain vocabulary if
necessary. Show them examples of coupons and circulars.

• Flyers/Circulars: Flyers show what food is on sale at the grocery store. They are
usually by the shopping carts. Explain what dollar signs and cent signs mean if
needed. Explain abbreviations such as lb, pkg, and ea.

• Coupons: Ask if students use coupons. If so, where do they get them? Coupons
are found in the Sunday newspaper. They come in the mail sometimes. The
internet also has coupons (for example, if you visit a product site). Sometimes
grocery stores will double or triple the value of the coupon. The coupon is
worthless after the expiration date. Explain the verb ‘clip’.

• Discount Cards: Many stores give shoppers a plastic card that will give them
discounts on certain products when they shop (MVP, VIC etc cards). The
products on sale will be clearly marked in the store, and change frequently.
Discount cards have an electronic barcode, so the store will have a record of the
customer’s shopping habits. Shoppers can request a discount card. They should
ask the cashier for an application, or the customer service desk/store office at the
front of the store. A practice application is attached to complete.

• Price per Unit: To get the most for the money, it’s important to compare the price
and amount (quantity) of similar products. Unit prices are usually marked on the
price sign.

Explain special vocabulary like “organic,” “fat free,” “vegetarian” “low fat” etc. as needed.



• Practice a role play where students ask for a preferred customer card application.
One person can be the customer service representative, the other can be the
customer. You can create the dialogue on the board as a class, or have pairs work
together. Higher level classes can practice spontaneous dialogue.
• You want to prepare a special meal for someone close to you. Using the flyer in
the lesson, plan a meal. Tell your classmates about the meal.
• Plan a week’s worth of healthy meals using the flyer.
• Clip food coupons or ‘create’ coupons. Let students draw a limited number of
coupons from a basket and plan a meal using those items. You may get some silly
meals!
• Expand on the “A Trip to the Grocery Store” dialogue, and teach directions.
(Where is, where are, I’m looking for, etc./on the left, on the right, up top, down
below/down the aisle, up the aisle, around the corner). Practice requesting items
and answering with directions.
• You are in the grocery store. You need to find cilantro, and you need to order a
birthday cake from the bakery. Write a short role play. There should be at least
two parts: a clerk and a customer. Practice the conversation with your partner.

Instructor Lesson 5 - E

Lesson 5
Let’s Go to the Store

This lesson teaches you about grocery shopping.
You’ll learn how to save money at the store.
Warm-Up

A trip to the grocery store
At home…
Griselda: I’m going to the grocery store after work. Do you want me to

pick up anything special?

Alan: I need stuff to make sandwiches for lunch.

Griselda: Ok, I’ll buy some lunch meat. I’ll get some fruit too.

Later, at the store in the produce department….

Griselda: Excuse me, I’m looking for mangos. Can you tell me where they

are?

Produce Clerk: Uh, let me see. I think they’re over here. Here they are.

Griselda: Thanks!


Later, in the deli department…..

Deli Clerk: Can I help you?

Griselda: Yes, I’d like a ½ pound of turkey breast please.

Deli Clerk: How would you like that sliced?

Griselda: Very thin.

Deli Clerk: Here you are!

Griselda: Thanks!

Later, at the cashier…..

Cashier: Do you have your MVP card?

Griselda: Yes, here it is. I have some coupons too.

Cashier: Your total is $45.23.

Griselda: Here you go.

Cashier: Out of $50. Here’s your change. Have a nice day!

Griselda: You too!

Ways to save money at the grocery store!


Flyer


More ways to save money at the grocery
store!

store!

store!
Price per Unit
Example: Your favorite shampoo is sold in two different sizes.

12 ounces 20 ounces

The cost for a small bottle of shampoo is $2.50. The cost for a
large bottle of shampoo is $3.50.

Which bottle saves you more money?

For instructors only…
(Small shampoo = 20.8 cents per ounce Large shampoo= 17.5 cents per ounce)
2.50/12=.208 3.50/20=.175

Look for the price tags in the grocery store that tell you the ‘unit price’!

Silky Shampoo Silky Shampoo
$2.50/12 ounces $3.50/20 ounces
price per oz .21 price per oz .18

Practice
Flyer:
1. How much are Red Delicious Apples with an MVP card?__($1.19/lb)_____

2. How much are they without an MVP card? ___($1.49/lb)_______

3. How much are variety color bell peppers with an MPV card?

($3.49/lb (in yellow star/cucumber ad)

4. How much is Cedar’s Hummus? _____($1.79) ___________________

5. How much is a package of Fresh Express Romaine Salad with an MVP

card? _($2.50) (Explain that even though the sale is 2 for $5.00, they don’t have
to buy two packages to get the discount.)_________________________

Coupons:

1. When does the coupon for the raisins expire? _(October 31, 2002)______

2. How much money will you save if you buy Centrum vitamins?

______(75 cents)__________________________________________

3. What is the expiration date for the Centrum coupon?

______ (October 31, 2002)__________________________________________



Lesson 6
The Market
This lesson teaches students additional information about grocery
shopping. It provides information about public nutrition programs.
CASAS Competencies:
1.6.4 Check sales receipts
7.2.3 Make comparisons, differentiating
among, sorting, and classifying items,
information, or ide

1. Learn how to communicate politely.
2. Learn about public nutrition programs.

Materials Needed:
• Local telephone book
• Markers for Bingo (coins, paper markers, dried beans, etc.)
• Bag, basket, or box top for bingo pieces (optional)
• Bingo prizes (if available)
• Oxford Picture Dictionary, “The Market”; “Weather” and “The Calendar”
(optional)

© 2006 Sandra J. Diehl. All rights reserved
I. Warm-Up

It’s getting cold outside! Our seasons are changing. Many of the trees in Wilmington stay green
all year. In other places, like the mountains, the leaves on the trees change colors. We have four
seasons here. How many seasons does your country have? What is your favorite season?

Write the note above on the board and ask students to copy it (adapt the warm‐up as
needed to your area/season). Ask students to break into groups and talk about seasons in
their country – how many, how long, describe the season etc.

After they’ve had a chance to talk, ask them as a group to briefly tell you about seasons:

‐ How many countries (represented by students in class) share similar
climates/seasons?

‐ Review the names of the four seasons here and what distinguishes them
(for example, fall – leaves change colors, it becomes cooler, school starts
etc.).

Write the following comparison review on the board while students are talking and ask
them to fill in the correct comparative word after they finish their group work. Include
the adjective clues in parentheses if needed according to the class level.

Spring is ________________ than winter. (warm)

Summer is _________________ than spring. (hot)

Fall is ______________ than summer. (cold)

Winter is the ____________________ season. (cold)

Make up a sentence about the seasons in your country. Make a comparison.

II. Worksheets

Complete the worksheets and dictation. Use the photographs page to practice making
polite requests. Ask students to describe what’s happening in the photos. Break into
pairs, create dialogues, and present to class.
• Make the connection between the warm‐up activity on seasons and the fact that
Farmer’s Markets sell seasonal produce cheaply.
• On the Farmer’s Market worksheet: teach/review vocabulary: never, sometimes,
often, always
• Talk about where the closest farmer’s market is in your town
• Mention that paying in cash is more common for markets, while you can use
checks, credit etc. in grocery stores
• Mention that bargaining is uncommon in our culture, while it is typical to bargain
at markets in other countries. Point out that ‘bargain’ is both a noun and verb.
• Mention that buying in bulk can save money only if you need that much. (5
pounds of tomatoes for 5 dollars. – save 50 cents – ie., is it worth it if some of it
spoils?)

III. Bingo
Cut words from the attached vocabulary sheet to make bingo ‘pieces.’ Ask students to prepare
their bingo cards by randomly filling in vocabulary from the Bingo vocabulary sheet.

Place the vocabulary pieces in a container or spread on a table. One student can
volunteer to be the ‘caller’ for each game or the instructor can call out vocabulary. Pick
and read the words one at a time. The first student to get 5 words in a row says, “Bingo!”
and wins. The winner should read back the words that he/she has marked to make sure
the card is a winner. Award small prizes if available to the winners.



• You are at the farmer’s market. You need to buy ingredients to make vegetable
soup. Ask the clerk about prices and tell the clerk how much of each vegetable
you need. There should be at least two parts: a clerk and a customer. Practice the
conversation with your partner.
• Take a trip to your local farmer’s market. Buy ingredients to make a snack or meal
together (for example, fruit salad). Give students the recipe.
• “Name the Differences” worksheets. Pair students. One student receives the
“Scott’s” picture, and one student receives the “Sandy’s” picture. Make sure the
students don’t see each other’s picture. Students need to communicate to figure
out the differences between the pictures. You can make this more challenging by
asking students to sit back‐to‐back for this exercise. After students have finished,
ask them to list the differences. Did they find them all?! You’ll need to make
photocopies of these pages from the instructor’s lesson plan since they’re not
included in the student lesson.


Lesson 6
The Market
This lesson has information about food markets.
Warm-Up

The Farmer’s Market
Do you like to shop at farmer’s markets? Farmer’s markets sell

seasonal produce. Sometimes they will sell other items too.
Often they have lower prices than the grocery store. Where is
the closest farmer’s market?
At the Farmer’s Market
Adrian: How much do the tomatoes cost?

Clerk: They’re $1.10 per pound. Five dollars for 5 pounds.

Adrian: Ok, I’ll take five pounds.

Clerk: We also have some beautiful corn, just picked this morning. A

dozen for $3.00. Would you like some?

Adrian: No thanks, just the tomatoes.

Receipt:
Holden Brothers
Farm Market
Shallotte, NC
Date 10.13.’02 Sun
Tomatoes 5lbs $5.00

Peppers .75lbs $1.57
Black Beans 1.25lbs $0.63
TX Produce $0.14
Total: $7.34
CASH $10.00
CHANGE $2.66
Clerk 2 No. 405220
Time 11:58

1. How much money did Adrian save by buying 5 pounds

of tomatoes? ___50 cents___________

2. What else did Adrian buy? ____peppers, black beans______

3. How much tax did he pay? ______14 cents ___________

Polite Ways to Communicate
To ask politely for something, use:
• May or Can (May I…, Can I…)
To offer something or to respond to an offer, use:
Would _(you)_ like… (you, he, she, they)
• Yes, _(I)______ would like (I, he, she, we, they)

• No, __(I)_____ wouldn’t like
Examples:
1. May I have a ½ pound of Swiss cheese please? How thin would

you
like it sliced?
2. Can I borrow your pen please? Sure.
3. Would you like more juice? Yes, please.
4. Can I help you? Yes, I would like 6 ears of corn please.
5. Would you like an appointment on Tuesday or Wednesday?

Tuesday is more convenient.

Practice
Choose “may/can” or “would”
1. _May__________________ I have a job application please?

2. __Would ________________ you like some tomatoes?

3. __May_______________ I speak with the manager please?

4. __Would _____________ you like to go to the park today?

5. Yes, I __would _____________ like to see a movie tonight.

Practice
What’s happening in these pictures? Who are the people

in the photos and what are they saying?
1.
2.
3.

Dictation
Strawberry Salad

4 cups Green Leaf Lettuce, washed and torn

1 cup Strawberries, cut in half

¼ cup Walnuts, chopped

¼ cup Cheese (blue cheese or feta)

Salad Dressing (vinaigrette)

Combine ingredients. Toss. Top with salad dressing
immediately before serving.
Listen to your teacher. (Instructor: Read the

following dictation.)
Setting: At the Farmer’s Market (Instructor: write on the board)
Sofia wants to make a really fresh salad.

Sofia: How much is the lettuce?
Seller: It’s $1.00 per head.
Sofia: Ok, I’d like two heads. How much are the strawberries?
Seller: They’re 79 cents per pint.
Sofia: I’d like one pint please. Make sure they’re ripe.
Seller: What else?
Sofia: Do you sell nuts?
Of course. We have pecans and walnuts. 2 dollars per pound.
Sofia: I’d like ½ pound of walnuts please. That’s it.

How much did Sofia spend at the Farmer’s Market? ($3.79)

Services
Do you know anyone who doesn’t have enough money to buy

nutritious food?
Food Stamps ‐ The Food Stamp Program provides help to people who
don’t have much money so they can buy nutritious food. The food stamp
program will give the participant a plastic card that looks like a credit card.
He/she can use the card to buy food to improve his/her diet. He/she can
only use the card for nutritious food.

To receive help, the person needs to be a resident‐alien or citizen of the
United States. He/she also needs to have a low income (for example, about
$900 a month or less for one person). If you know someone who needs
help, tell them to call or visit their county’s Department of Social Services.
The phone number and address for your county’s Department of Social
Services is in the phone book, in the white pages. Look up your county
name, and find “social services.”

For more information on the internet, go to: www.fns.usda.gov/fsp.

You can
find the
number
in your
phone book.

Services
Do you know any women who are pregnant or who recently

gave birth?
WIC (Women, Infants and Children) – WIC is a program that provides
food, nutrition counseling, and health referrals for women who are
pregnant or who recently gave birth, and for infants and children. Women
do not need citizenship status to receive services, but they must have a
financial need.

If you know someone who would like WIC, tell them to call or visit their
county’s Health Department. The phone number and address for your
county’s Health Department is in the phone book, in the white pages. Look
up your county name, and find “Health Department.” Look for
WIC/Nutrition.

In North Carolina, you may also call the North Carolina Family Health and
Child Care Resource Line, 1‐800‐FOR‐BABY (1‐800‐367‐2229) to find out
the location of the closest WIC office. It is a free call and there are bilingual
operators (Spanish). This number only serves the people who live in North
Carolina.

For more information on the internet, go to: (www.fns.usda.gov/wic)

You can find the
number in your
phone book.

BINGO
Game 1
Game 2

Bingo Vocabulary (cut into pieces for the bingo game)
Shopping cart Shrimp Salmon
Aisle Beans Jar
Shopping basket Rice Bag
Manager Yogurt Cheddar cheese
Cash register Eggs Package
Line Milk Wheat bread
Plastic bag Beverages Pork
Rotten Flour Tube
Lemons Roll Frozen vegetables
Nuts Oil Onion
Lime Coffee Carton
Ripe Plastic Wrap Yams
Oranges Aluminum foil Can
Squash Bottle Spinach

Name the Differences! (Answers)
1. Market name (Sandy’s/Scott’s)
2. Bin contents (various vegetables vs. various fruits)
3. Bin signs (different prices and type of produce)
4. Sign on the display (fresh veggies/fresh fruits)
5. Scale location (right/left)
6. Floor pattern



Lesson 7
Home Cooking
This lesson teaches students about following recipes and preparing food at home.

CASAS Competencies:

1.1.1 Interpret recipes
1.1.5 Interpret temperatures
8.2.1 Recognize and/or demonstrate
meal and snack preparation
activities

1. Learn how to follow and adapt recipes.
2. Learn how to have a healthy kitchen.

Materials Needed:
• Measuring cups and spoons
• Pot, bowl, beater, peeler, grater etc. (optional)
• Recipe and ingredients to prepare it (optional)
• Oxford Picture Dictionary, “Food Preparation,” “Kitchen Utensils,” “Cooking a
Meal” (red cover) (optional)



I. Warm-Up

Note on board: Some people say that “cooking is the way to a man’s heart.” Do you agree?

What is the most special meal that someone has ever prepared for you? What did they prepare?
If you could cook a special meal for your family or a friend, what would you make? Do you know
how to cook? If you cook, do you like to follow recipes, or do you “wing it”?

Clarify the meaning of “wing it” if necessary before students start conversing. Point out
that “prepare” and “make” means the same thing. Ask students to break into groups
and talk for a few minutes about cooking. Explain the term “home cooking” (ie.,
southern style food).

II. Worksheets

• Review worksheet that explains the conditional tense. Use the warm‐up as an
example of the conditional tense. Explain how to make contractions with a
pronoun and would (eg, I’d, you’d etc.) and their pronunciation. (this exercise is
suggested for more advanced classes)

• Explain the recipes. Show the class the measuring cups and measuring spoons if
they’re not familiar with this measurement. Ask students if there’s any meal that
they would like to know how to make (try to find the recipe for the next class).
Ask them if they want to bring a recipe of theirs to the next class to share with
others. Explain that some recipes can be prepared in a healthier way. There is a
list of substitutions for reference to help students adapt recipes.



• Teach sequence words (First, next, then, after that, finally). Use one of the
recipes to illustrate how to use sequence words to do a task. (e.g., First, you mix
together….next you…. Etc.) Ask students to do the same for the other recipe,
either orally or in writing.

• Critique the two recipes. Is there any ingredient that can be substituted with a
lower‐fat item? (Taco Dip – substitute low‐fat sour cream; substitute another
vegetable for olives); (Yogurt Delight – use low‐fat granola).

• Ask students if they already eat any low‐fat items. How do they taste?

• Ask students to convert the Fahrenheit temperatures to Celsius. Poll the
students: how many use Fahrenheit temperatures in their native country? How
many use Celsius?

• Game: Break into pairs or teams. Find all the verbs in the recipe, or find all the
nouns in the recipe. Give teams a limited time. Write the lists on the board.
Who has more words? Review meanings if necessary.

III. Tips for a Healthy Kitchen and Healthy Food

Review the Healthy Kitchen worksheet. One way to do this is using the ‘Jigsaw’
technique. Break students into pairs or groups. Ask groups to list ideas. Re‐form the
groups, and share ideas for a final list. Ask groups to present their lists. Compare with
each other and the list included in the lesson.


• Ask students to describe a familiar task using sequence words. A hands‐on
activity is to try this with origami, either led by the instructor or by a student.
For example, you can make a paper crane
(http://www.sadako.com/howtofold.html). Simpler origami can be found on the
internet too.

• Prepare a simple recipe in class and enjoy!

• Invite someone from your local Cooperative Extension’s “Expanded Food and
Nutrition Education Program” (EFNEP) to come to class.
(www.reeusda.gov/f4hn/efnep/efnep.htm). Program assistants can come to class and
do hands‐on food preparation activities and personalized nutrition evaluation and
education, among other things.

• Create a class cookbook using the ‘How do you make your favorite food’ worksheet.

• Game: Break students into two teams. Give each team a copy of the drawing found at
the end of the lesson (note: drawing is not included in student lesson – you’ll need to
make two copies). Specify a timeframe (eg, 2 minutes). Ask them to: (1) write/name as
many verbs as possible that they see in the picture (for example, stir, taste etc.); and (2)
identify what occasion is being celebrated (Thanksgiving). After the timed period is
over, you may wish to use this as an opportunity to review present progressive verbs.
You may also do the same activity using a magazine ad or a photo etc. Have two
copies of the same picture available.


Lesson 7
Home Cooking
This lesson teaches you about recipes and
preparing food at home.
Warm-Up

Present Conditional Tense
Sometimes we want to ask questions about possibilities, dreams, or

desires. We use “could” and “would” when we ask these questions.

Example: If you could have any job, what would it be? I would be a chef.

To ask questions:
If Pronoun Could Verb Words Question Would Pronoun Verb
Word
(I, you, (what,
he, she, where,
it, they) who etc.)
If you could have any job, what would it be?
To answer questions:
Pronoun Would Verb Words
(I, you,
he, she,
it, they)
I would be a chef.

Or you can say, “I don’t know!”
or “I’m not sure!”

More Examples:
1. If you could cook a special meal for your family or a friend, what would
you make?
I would make Turkey and stuffing.
2. If you could go anywhere in the world, where would you go?
I would go to China.
3.If you could learn something new, what would it be?
I would learn how to swim.
Ask your classmates
1. If you could change one thing about yourself, what would you change?

2. If you won the lottery, what would you do?

3. If you could meet anyone in the world, who would you like to meet?

4. If you could learn something new, what would it be?

Recipes
Fruit Smoothie
Combine ½ cup orange juice, 8 strawberries, one banana,
and ½ cup vanilla yogurt in a blender. Blend together.
Serve cold and enjoy!
Taco Dip
Mix together 1 container (16‐ounce) sour cream and several drops of hot
sauce. Spread on bottom of pie plate. Cover with shredded lettuce and
chopped fresh tomatoes. Top with grated cheese. Decorate the top with
green pepper, sliced olives, and fresh chives. Serve with baked tortilla
chips.
Honey Baked Pears
Place 4 pear halves in a buttered baking dish. Combine the
lemon juice (2 Tbsp) with the honey (1/4 c). Pour over the pears. Sprinkle
with cinnamon (1/2 tsp) and dot with butter. Bake at 350 degrees for 40
minutes, basting occasionally. Remove from oven and serve immediately.
Yogurt Delight
Empty one 8oz container of vanilla yogurt in a bowl. Place slices
of fresh fruit on top (any kind you like – banana, apple, melon, orange etc.)
Sprinkle with granola and serve immediately. Serves one.

Recipes
Recipes published in the United States use Fahrenheit

oven temperatures.
Oven Temperatures Fahrenheit Celsius

Warm 325° 165°
Moderate 350° 175°
Moderate 375° 190°
Hot 400° 200°
Hot 425° 220°
Very Hot 450° 230°
Very Hot 475° 245°

Tips for a Healthy Kitchen and
Healthy Food
• Always wash your hands before you prepare food.

• Wash your hands after touching raw meat and raw eggs.

• Use separate cutting boards and knives for meat and other foods.

• Store raw meat on the bottom shelf of the refrigerator.

• Make sure that meat is cooked thoroughly.

• Defrost food in the refrigerator, not on the counter.

• Check the ‘sell by’ date to make sure
food is fresh.

• Wash towels and washcloths
frequently.

• Store food at the correct temperature.
Look for labels that say, “Refrigerate
after opening.”

Do you want to prepare healthy food? Here
are some ideas!
Substitutions
When a recipe calls for … Use instead…
egg (1 whole) 2 egg whites or an egg substitute
(Egg Beaters)

solid shortening (Crisco) margarine or vegetable oil (use
slightly less oil)

butter soft margarine

whole milk 1% or nonfat milk or buttermilk

cheese reduced‐fat cheese

sour cream low‐fat or nonfat sour cream

a buttered pan nonstick vegetable cooking spray
(PAM)

basting with butter or drippings wine, fruit juice or broth

buttered bread crumbs crushed cereal

chocolate chips raisins

ground beef lean ground turkey breast or soy
ground beef (vegetarian)


Recipes
How do you make your favorite food?
1. What ingredients do you need?
2. What utensils do you need?
3. What are the steps?


Health Care
Objectives: Students will acquire the skills and ability to:
1. More easily navigate the health care system

2. Communicate better and understand more during health care visits
3. Interpret instructions and safety warnings
Health Resources and Referrals
Common resources for health information and resource guides include:
• County or City Health Departments

• Community Health Centers
• Hospitals
• General resource hotlines (for example, dial ‘211’ in many communities for the
United Way’s community services resource directory)
• Targeted resource hotlines (for example, for NC residents - the North Carolina
Family Health Resource Line, 1-800-367-2229)
Local health educators from any of these sources can be a wonderful source of printed
health information, can serve as a resource for any ‘hard to answer’ questions that may
arise during class, and may even want to come to class and give a guest talk or health
assessment! They may also be willing to host a field trip to their facility.
Health educators will also be able to direct you to local health and human service
provider resources for your students. You may want to request this information before
teaching these lessons so you have it on hand. Ask for recommendations for primary,
acute, and emergency providers. They may be able to let you know what facilities have
interpreter services and low-cost care.
Your students may want to know more about certain health topics. Invite a guest
speaker! Here are some suggestions for guest speakers:
• Invite your local Red Cross or similar organization to give a first aid workshop.
• Invite a local health educator to give a talk on a health issue that interests your
students such as diabetes, cardiovascular disease, high blood pressure, HIV/AIDS,
or asthma.
• Invite someone from your health department or local emergency services to talk
about car seats and do car seat checks.
Lesson 8
Where do I go?
This lesson helps students locate facilities for emergency,
sick care and primary care.

CASAS Competencies:

2.5.3 Locate medical and health facilities in
the community


Students will acquire the skills and ability to:
1. Find a health care provider for emergency
and non‐emergency care
2. Recognize the need for emergency care vs.
non‐emergency care
Materials needed:

• Local map (photocopies for students) (Instructor note: Map quest/internet sites,
the local phone book, and the Chamber of Commerce are good sources for maps.)
• Local phone book
• Local resource guide of health and human services, if available


I. Warm-up

Note on board: Do you know a good place to go for care if you’re sick? Do you ever go to the
doctor when you’re not sick?

Ask students how they find medical care (for example, word of mouth, recommendation
from someone trusted etc.) Name places where they have they found care. Where are
these places? What did they think of their experience? Would they recommend the
provider to others? Do they seek preventive care?

• Here are 3 recommended ways to find a provider: (1) recommendation from
friends and family; (2) A recommendation from someone you trust (3) Phone book
or other directory. Students may need to check if a particular provider accepts
their insurance before they make an appointment.

II. Where do I go?!

This section teaches students about where health care services are in their community.
You can find health care center information in your local phone book in the yellow pages
under “Hospitals” (emergency room), and “Physicians” (urgent care and sick/primary
care). You may also wish to contact your local hospital, health department, or
community health center to get more information on low‐cost care options.

• Use a local map and phone book to locate emergency room(s), urgent care centers,
and sick/well care offices. A sample page from a phone book with an urgent care
center and a sick/well care center (community health center) listing is included for
reference. You may want to use this page for vocabulary building.

• Cost differ greatly between an emergency room visit for a non‐emergency, and a
doctors office visit (over $1,000 average for an ER visit, and under $100 for a

doctors visit). Encourage students to seek care from a doctor’s office/clinic or
urgent care center for non‐emergency care when possible so they can save money.

III. What’s an Emergency?

This section helps to clarify when to use the emergency room versus a regular health
care provider. Place the scenarios into a ‘hat’ and let students select one and read
aloud. Let students (in groups or as a class) respond.

Use the optional picture story “Emergency!” to discuss what may happen when
treatment is delayed. Teaching idea: Use the ‘Language Experience Approach’ (LEA)
to create a story of what’s happening in each picture. Write the story as students tell it
to you. Review the story. (Note: this story is also included in Lesson 9 as an extension
activity).


Lesson 8
Where do I go?
This lesson helps students locate facilities for emergency,
sick care and primary care.

Warm-up

Where should I go for health care?
There are many choices. What are they?

(a doctor’s office, the health department, the community health center, special clinics
at hospitals, churches, etc., urgent care centers, emergency departments)

There are so many choices! How do I know where to go?

The cost of your visit depends on where you go.

Here are some guidelines….

Emergency Care

If you are very sick or hurt, go to the Emergency Department.

The emergency room is always open.

Where are the emergency rooms in your community?


Urgent Care

If you are hurt but it is not life‐threatening, you
can also go to an Urgent Care Center. They
usually are open late during the day and on
weekends. They see patients who are well, and
who are hurt. You can ‘walk‐in’ to these centers
without an appointment. They cost less than
the emergency room.

Where are some of the Urgent Care Centers in
your community?



Sick Care and Wellness Care

If you are sick or have a minor injury, but it’s not an emergency, there are
other places to go where you’ll wait for less time, and which will be less
expensive. You can also go to these offices for check‐ups (or “physicals”),
which will help prevent sickness in the future.

If you have a regular doctor, call him/her for an
appointment. If you’re sick or hurt, they often
will see you on the same day you call.

If you don’t have a regular doctor, call your local
community health center or clinic. They provide
low‐cost care and often will see you the same
day. Sometimes you can ‘walk‐in’ without an
appointment. Another choice in your
community may be your health department.

Where are the community health centers, clinics, or
health department in your community?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Special Care

Sometimes you need special health care. For example, if you are pregnant,
or have a toothache, or have special concerns like depression.

• If you are pregnant, look for “Obstetrician/Gynecologists”
“Family Medicine” or “Certified Nurse Midwives” in the
phone book.

• Look for ‘dentists’ if you need care for your teeth.

• Look for ‘counselors’ or ‘mental health’ if you are
depressed. A regular doctor can also help you.

Did you Know?!

All health care providers will help a patient even if he or she doesn’t have
legal documents. They will not report anyone to immigration.



When should I use the
Emergency Room?

• Labor (childbirth)
• Chest pain for 2 minutes or more.
• Heavy bleeding or bleeding that won’t stop.
• Sudden or severe pain.
• Coughing or vomiting blood.
• Difficulty breathing.
• Sudden dizziness, weakness, or change in vision.
• Vomiting or diarrhea that is severe or doesn’t go away.
• Change in mental status (for example, confusion, drowsiness)
• Loss of consciousness
• Poisoning (call your poison control center first)
• Major injury
• Severe reaction to a bug bite, sting, or
medication
• Pain or bleeding during pregnancy
• Broken bones
• Feelings like you want to kill yourself or others

Source: American College of Emergency Physicians, www.educatorsmutual.com, and Baltimore County Department of Health (MD).

When should I go to the doctor or clinic?

• Ear ache
• Sore throat with fever
• A fever that gets better with Tylenol, etc.
• Sprains and strains of the muscles and joints
• Cough and cold with fever or lasting more than one week
• Flu
• Rash
• Repeated vomiting or diarrhea over several hours
• Stomach pain for several days
If the problem doesn’t seem life‐threatening,
call your doctor’s office or clinic first for
advice. They can tell you whether to come
see them or to go to the emergency room.




Scenarios

1. Sofia is 7 months pregnant. She feels contractions every 10 minutes or
so, and has back pain. What should she do?

(call her prenatal care provider for advice. If she can’t reach her provider, go
to the ED)

2. Daniel has a terrible toothache and he can’t eat. What should he do?

(call dentist/go to community health center or clinic.)

3. Touran closed the car door on her finger. The next day it is swollen
and black. What should she do?

(go to urgent care or call her doctor/clinic for advice on where to go for
treatment)

4. Angelina woke up and has hives all over her body that itch. What
should she do?

(call her doctor/clinic or go to urgent care)

5. Maria’s baby is having trouble breathing (severe). What should she
do?

(go to the ER)

6. Neela just discovered she is pregnant. What should she do?

(call her doctor or clinic, or her local health department)

7. Joseph doesn’t feel well. He has a fever of 101 degrees. What should
he do?

(self-treat, call doctor if fever doesn’t go down)
Lesson 9
Emergency!
This lesson teaches about recognizing emergencies and
seeking emergency care.
CASAS Competencies:
2.1.2 Identify emergency numbers and place

emergency calls

1. Place a 911 call
2. Communicate important personal information.
Materials needed:
• Local map(s)/photocopies
• Index cards/scissors (optional)
• Phone book to show how to find local emergency numbers (optional)
• Oxford Picture Dictionary, “Medical Emergencies” (optional‐Black Edition only)

I. Warm-up

Note on board: Popular TV shows in the US are often set in hospitals. Soap operas, dramas and
even comedies have doctors and nurses as characters. Are there any popular TV or radio shows in
your country set in a hospital? Does action happen in the emergency room?

Ask students to recall any emergency situations that they’ve seen dramatized. If
appropriate, ask if they’ve ever been in an emergency situation.

II. Emergencies (911 calls, ambulance service, and advice)

Review the emergency dialogues and conduct role plays. Some helpful information about
placing 911 calls is found below. The Oxford Picture Dictionary’s “Medical Emergencies”
section has relevant vocabulary about emergency situations and is a nice lead‐in to the 911
dialogues.

• 911 can be used for all emergencies (police, fire, and ambulance).
• In communities with ‘enhanced 911’, the dispatcher will automatically know the
address and phone number where the call originates from (though this may be
different from the victim’s location). If the call comes from a cell phone, the caller
will need to provide the address for responders and his/her cell phone number,
including area code.
• Dispatchers do not typically know other languages or use translators, but will
automatically send an ambulance to an address where they cannot communicate
well with the caller (due to emotional distress, language barriers etc.). Some centers
in some states have access to interpreters.
• There is a fee for ambulance service (@$250 ‐$1,000). We don’t want to discourage
use because of the cost though – use it when needed!
• Information about heart attack and stroke is included for the instructor’s
information. In the ‘heart attack’ dialogue, Huong or her father should have called
911 earlier instead of waiting.

III. Who am I and Where am I?!

This section will help students become familiar with their area and with clearly
communicating basic information by phone.

• Emphasize that it’s important to know where you are in case of an emergency, so
that you can give a precise address/location for responders. Use a local map to
orient students to your area (counties, townships, cities etc.). Mapquest may be a
quick, helpful resource (www.mapquest.com) or your local chamber of commerce
may also have maps. Other internet sites may also have maps (for example,
http://travel.yahoo.com ‐ look for ‘maps’). The local phone book can also be a great
resource. Your state travel and tourism office may have free state maps.

• Ask students to complete the information card. The card is designed so students
can carry it with them in their wallet. They may wish to laminate or photocopy the
card onto a heavy piece of paper, or create a heavier card using the optional index
cards and cutting to size (copying the relevant information). The card includes the
number for Language Line, LLC, a company that provides translation services. The
cost is $4.50/minute (as of 5/04). Providers may already have a contract with
Language Line. If they don’t, this number allows credit card billing (Federal law
requires that providers who receive Medicaid or Medicare funding provide
translation services to their patients (regardless of the patient’s insurance status).
The provider should be willing to provide this service to their patients free of
charge.

• In pairs or groups, practice pronunciation of home addresses, phone numbers and
date of births. Students can use the prompt questions and use current information
or fictitious information (for privacy).

• A page from a phone book is included as an example of how emergency and other
important numbers are listed.

• A form to list emergency contacts is included for students’ use if desired.


• Ask students to break into pairs, create their own emergencies, and practice calling
911. Ask students to role play for the class.

• Discuss the signs and symptoms of heart attack and stroke.

• Use the picture story “Emergency!” to discuss what may happen when treatment is
delayed. Teaching idea: Use the ‘Language Experience Approach’ (LEA) to create a
story of what’s happening in each picture. Write the story as students tell it to you.
Review the story (Note: The picture story is also available at the end of lesson 8).
Lesson 9
Emergency!
This lesson teaches about recognizing emergencies and
seeking emergency care.
Warm-up
We Need an Ambulance!

If you have an emergency, dial 911. This is a free call
from any phone, including pay phones and cell phones. You
can call anytime of the day or night, any day of the week. You
can call 911 for medical, fire, and police emergencies.

Don’t hang up until the dispatcher tells you it’s ok to end the call.
Conversation
Paulo just fell from a ladder and is unconscious. His co‐worker Jose sees this
happen and quickly calls 911 from his cell phone.
911: Hello, what is your emergency?
Jose: My friend fell off a ladder. He’s unconscious.
911: Where is your friend?
Jose: We’re at 114 Smith Creek Road, we’re building a house here.
911: What is your cell phone number?
Jose: It’s 910‐555‐0168.
911: What is your name?
Jose: It’s Jose Rodriguez Garcia.
911: Is your friend breathing?
Jose: I think so.
911: How old is your friend?
Jose: He is 23, I think.
911: An ambulance is on its way. I will stay on the line with you until it arrives.

arrives.
Conversation
Munsoor is at home with his father. His dad has had pain in his
chest for a few hours and now feels very sick.
911: What is your emergency?

Munsoor: My father has chest pains. Please hurry!

911:: What’s your address?

Munsoor: It’s 212 Princess Street.

911:: What number are you calling from?

Munsoor: It’s 555‐9002.

911:: What is your name?

Munsoor: My name is Munsoor Lateef.

911:: Is your father breathing and alert?

Munsoor: Yes, but he has had pain in his chest

and arm for several hours. It’s hard for him to

breathe. I think it may be a heart attack.

911:: How old is your father?

Munsoor: He’s 62.

911:: An ambulance is on its way. Please stay

on the line with me.
Information for Instructors about
Heart Attack and Stroke
Heart Attack Warning Signs:
• Chest discomfort – in the center of the chest, that lasts for more than a
few minutes, or that goes away and comes back (pressure, squeezing,
fullness or pain).

• Discomfort in other areas of the upper body – one or both arms, the
back, neck, jaw, or stomach.

• Shortness of Breath – often with the chest discomfort, but can occur
before.

• Other signs – cold sweat, nausea, or lightheadedness.
Stroke Warning Signs:
• Sudden numbness or weakness of the face, arm, or leg, especially on
one side of the body

• Sudden confusion, trouble speaking, or understanding

• Sudden trouble seeing in one or both eyes

• Sudden trouble walking, dizziness, loss of balance or coordination

• Sudden, severe headache with no known cause.
Every second counts with heart attack and stroke! Immediately call 911 if you
see or have any of these symptoms. Not all symptoms occur. New medications
can help reduce disability and save lives, but must be given quickly.
“Don’t delay – get help right away!”
(Source: The American Heart Association, www.americanheart.org)
When should you call an ambulance?
• The victim’s condition is life‐threatening.
• Moving the victim can cause more injury.
• Distance or traffic makes it hard to get the victim to the
hospital quickly.
• The victim needs the special skills of paramedics.
Adapted from: http://health.allrefer.com
Drive or take a taxi for other problems.

Look for the blue “H” sign to help you find the
hospital.
Advice during Emergencies
• Do not move anyone who has had a car accident, serious fall,
or is found unconscious unless he or she is in immediate
danger of more injury.
• Do not give the victim anything to eat or drink.
• Put a blanket or something warm on the victim.
Adapted from the American College of Emergency Physicians.
Who am I and Where am I?!

It’s important to communicate information about yourself and your location
if there is an emergency.
Information Card – Keep this in your wallet in case of an emergency!
Name:

Address:

Home Phone:

County of residence:

Language:
Date of Birth

Insurance:

Emergency Contact:

Telephone Translation 1‐800‐528‐5888 (option 3)
(Not a free service)
Practice pronunciation.
What is your address?

What is your telephone number?

What county do you live in?

What is your date of birth?
Tape the following numbers on or near your telephones.
This is helpful for you and anyone visiting your home if you
have an emergency.
To Call for Help Dial 911 – Police, Fire, and Ambulance

911 will ask “What is your
emergency?”
Phone

Address

Other important numbers
Emergency Department

Doctor

Dentist

Poison Control

Hospital

Lesson 10
At the Emergency Department

This lesson teaches about visiting the emergency department.
CASAS Competencies:
3.1.3 Identify and utilize health care services
and facilities, including interacting
with providers
3.1.1 Describe symptoms of illness, including
identifying parts of the body and
interpreting doctor’s directions
1. Communicate with emergency care providers and staff.
2. Complete paperwork and understand forms.
Materials needed:
• Oxford Picture Dictionary, “A Hospital” (Black Edition only) and “The Body”
(optional)

I. Warm-up

Note on board: Have you ever closed a car door on your finger? It hurts! I know somebody
who closed the door on her finger, and the next day it was black and she couldn’t move it. She
went to the emergency room for help.

• Ask students to discuss injuries or trips to the emergency room. Have they ever
shut their finger in the car door? What did they do? Have they ever been to the
emergency room? What do they remember about their experience?

II. “Carlos’ Story”

Read the story and answer the questions. It’s better to call an ambulance in this type of
situation.

III. A Trip to the Emergency Room

Read the dialogue. Role play if appropriate. Practice filling out the “problem” card in
the lesson either for Mavis or students can choose a fictitious medical problem.

Let students know that if possible, they should bring to the emergency room:
• insurance card (if applicable) and personal identification with photo
• information on medical history (including immunizations and allergies)
• any current medications they are taking (either a list of medications or just put
the actual medicine in a bag and bring with them.
• the name of their usual doctor (if any)
• for kids, bring a favorite book or toy



Instructors have requested ‘real life’ forms to use in class. A consent form is included.
Review the consent form – use the ‘translation’ that follows to help explain what each
section means. The second page of the consent form addresses privacy concerns.


Lesson 10
At the Emergency Department

This lesson teaches about visiting the emergency department.
Warm-up


Carlos’ Story
My name is Carlos, and I want to tell you about an emergency. One month
ago my child almost died choking on a piece of hot dog. Everything
happened very fast. Christopher started choking, and I tried to help him. I
tried the ‘Heimlich’ and I tried reaching into his mouth with my finger.
Nothing worked, and he started to turn black. We couldn’t get the hot dog
out.
My wife and I ran to the car to rush him to the emergency room. At
first, I couldn’t get the car door open because the handle was broken. We
finally got to the hospital. We had to wait a long time. I noticed that my
hand was bleeding from trying to open the car door. I needed four stitches.
Christopher was ok, but I felt very empty after we got home.
The bills have started to come. The visit was very expensive. I don’t
understand this country.

1.

What happened to Carlos’ son Christopher?
_Christopher choked on a hotdog. ____________________________

2.

What did Carlos do first to help his son?
_Carlos tried the heimlich.’________________________________

3. Where did Carlos and his wife take their son for help?

_Carlos and his wife took their son to the emergency room._______________

4. Why did Carlos’ hand bleed?

_Carlos cut his hand on the broken door handle._____________________

5. Carlos says, “I don’t understand this country.” Why do you think he
says that?

_______________________________________________
_______________________________________________
If you have a choking emergency, call ‘911’. A paramedic can

help you faster than driving to the emergency room.

Here are some items to bring to the emergency room.
Did you know?!
• Before the doctor will see you, you will need to sign a consent form.

• Everything is confidential at your visit. No information will be given
to anyone outside the hospital without your permission (for example,
to your friends, family, or immigration).

• The hospital has interpreters or will use a telephone interpretation
service to communicate with patients who don’t speak or understand
English well. The telephone service translates many different
languages.

• Hospitals and other health care providers don’t care about
citizenship, residency, or immigration status. They do not report
patients to immigration.

Mavis Smith has a terrible
stomachache. She decides to go
to the Emergency Room because
the pain is so bad. Her sister
Patti drives and stays with her.
At the emergency room….

Receptionist: Can I help you?

Mavis: Yes, my stomach hurts very badly.

Receptionist: Please fill out this card, and a nurse will help you.

With the nurse…
Nurse: Mrs. Smith, I need to take
your blood pressure and temperature.

Mavis: My stomach really hurts.

Next, Mavis goes to the registration desk…

Clerk: Hello Mrs. Smith. I need to take
some information from you. I’ll ask you
a few questions.

Mavis: Ok.

Clerk: First, can I see a picture ID and
your insurance card?

Mavis: Here is my drivers license, I don’t have any insurance.

Clerk: Thank you. What is your home address?

Mavis: It’s 68 Hummingbird Drive, Wilmington, 28403.

Clerk: Thank you. What is your telephone number?

Mavis: It’s 555‐8288.

Clerk: Ok, what is your date of birth, Mrs. Smith?

Mavis: It’s October 10, 1950.

Clerk: Do you have any allergies?


Mavis: Yes, I’m allergic to penicillin.

Clerk: Who is your emergency contact?

Mavis: My sister, Patti Brinker.

Clerk: Her phone number?

Mavis: Her number is 555‐4756.

Clerk: Who is your employer and what is
your job?

Mavis: I work for “Henry’s” restaurant as a
waitress.

Clerk: Thank you Mrs. Smith. Please read
and sign this consent form.

Mavis reads and signs the form.

Clerk: Please wait in the waiting
room, and we will call you
as soon as we can.

Mavis: I hope soon!
The Waiting Room

In the treatment room…
Doctor: Hello Mrs. Smith, I
hear that you have a bad
stomachache.

Mavis: Yes, it started a few
hours ago after I ate lunch. It
hurts a lot.

Doctor: Can you describe the pain? Is it burning or stabbing?

Mavis: It’s stabbing.

Doctor: Tell me where you feel pain.

Mavis: I feel it on my right side, near my ribs.

Doctor: How is your appetite?

Mavis: It’s good.

Doctor: Have you had any diarrhea, constipation, nausea or vomiting?

Mavis: No.

Doctor: I see your temperature is 101.5 degrees.
I’m going to touch your stomach. Tell me if it hurts.

The doctor touches Mavis’ stomach.

Mavis: Ow. Yes that hurts.

Doctor: I think we need to order tests. The nurse
will be in to help you.

More information about the consent form
CONSENT FOR TREATMENT: The patient is under the care of his/her attending physician(s) and
the undersigned consents to any routine x-ray examination, diagnostic and laboratory procedures, or
other routine medical treatment or service rendered to the patient under the general and special
instructions of the physician(s). The undersigned is aware that the practice of medicine and surgery is
not an exact science and acknowledges that no guarantee or assurance has been made or implied to the
patient as to the result that may be obtained from examination or treatment. The undersigned has been
informed of his/her patient rights and responsibilities.
This means that:

1. You give permission for treatment
2. You understand that it is possible to have bad results, and
3. Someone has told you your rights and responsibilities.
RELEASE OF INFORMATION: The undersigned hereby authorizes the Medical Center to

disclose all or any part of the patient’s medical record or other medical information to any person
or corporation which is or may be liable for all or part of the Medical Center’s charges or having
the responsibility for reviewing such charges, including but not limited to the medical center or
medical service organizations, health maintenance organizations, insurance companies, workers
compensation claims, welfare funds, or peer review organizations. The undersigned agrees to the
copying of all medical record(s) which is/are to be sent to a receiving facility in the event the
undersigned must be transferred to another care provider/facility. The undersigned acknowledges
and consents that medical records, laboratory results, radiology reports and billing information
may be sent electronically or via facsimile to another medical facility or physician office involved
in the care of the patient or responsible for any part of the patient’s charges.
This means that:

1. You give permission for the hospital to give your medical information
to insurance companies or any other organization that will help pay
for the cost of your care
2. You also give permission to photocopy your medical records if you
must go somewhere else for care.
3. You give permission for your medical information to be sent by fax
or electronically.

REQUEST FOR PAYMENT, ASSIGNMENT OF BENEFITS, AND RELEASE OF
INFORMATION FOR MEDICARE/MEDICAID PATIENTS: The undersigned requests
payment of authorized Medicaid/Medicare benefits, if any, for any services furnished to the patient
by or in New Hanover Regional Medical Center, including physician services, and hereby assigns
such benefits otherwise payable directly to the patient, to New Hanover Regional Medical Center or
the physician(s) furnishing such services. The undersigned authorizes New Hanover Regional
Medical Center or such physicians to submit a claim for such services to Medicare/Medicaid. The
undersigned authorizes any holder of medical or other information about the patient to release to
Medicare/Medicaid, or its agents, claims processors or utilization reviewers, any information
needed to determine these benefits or benefits for related services.
This means that:

1. You give permission for Medicaid or Medicare to pay the hospital for
the cost of your medical treatment.
2. You give permission for the hospital to give Medicaid/Medicare your
medical information.
ASSIGNMENT OF INDIVIDUAL BENEFITS: In the event the undersigned is entitled

to medical benefits of any type whatsoever arising out of any policy of insurance insuring
patient or any other party liable to patient, the undersigned authorizes New Hanover
Regional Medical Center or physicians to submit a claim for such services, and benefits are
hereby assigned to the Medical Center for application on the patient(s) bill. It is agreed the
New Hanover Regional Medical Center may receive any such payment and such payment
shall discharge the paying insurance company of any and all obligations under the policy to
the extent of such payment. The undersigned and/or patient are responsible for charges not
covered by the insurance. The undersigned certifies that the patient information contained
on the front of this form that is given by or on behalf of the patient in applying for payment
from all third party payors is correct.
This means that:

1. You give permission for the hospital to ask for your insurance (or
another person’s insurance if they are responsible) to pay the
hospital for the costs of your treatment.
2. You understand that you are responsible for any costs that insurance
doesn’t pay.
3. You have given correct information about your insurance.

FINANCIAL AGREEMENT: The undersigned understands and agrees that the patient and
guarantor are financially responsible to New Hanover Regional Medical Center for charges
for medically necessary services or services requested by or on behalf of the patient if such
services are not covered by the patient(s) hospitalization plan, insurance, or
Medicaid/Medicare. A Financial Assistance application is available to any patient or
responsible party anticipating difficulty financing all or part of the patient(s) Medical Center
bill. The undersigned certifies that he/she has read the foregoing and is the patient or
guarantor of this bill, or is duly authorized by the patient as patient’s general agent to execute
the above and accept its terms. The undersigned hereby agrees that upon discharge of the
patient by New Hanover Regional Medical Center, the undersigned will be responsible for the
patient and will make necessary arrangements to have the patient transferred from the
Medical Center.
This means that:

1. You understand you or the person responsible for your bill (for
example, your spouse or your parents) must pay the treatment costs
not covered by insurance or other payments.
2. You can ask for help (financial assistance) if you have trouble
paying the bill.
3. You will find transportation when you are ready to leave the hospital.
PERSONAL VALUABLES: New Hanover Regional Medical Center recommends that

patients permit the Medical Center to place money and other items of personal property
in the Medical Center safe. The undersigned acknowledges that the patient has been
given an opportunity to place such belongings in the safe and therefore, agrees that the
Medical Center shall not be liable for loss or damage to any such belongings unless it
was deposited with New Hanover Regional Medical Center for placement in the safe.
This means that the hospital has a safe for your money and personal
items and if you choose not to use the safe, that you are responsible if
anything is lost or stolen.

SELF-ADMINISTERED DRUGS: The undersigned understands that Medicare will
not cover drugs that are self-administered, and agrees to pay for self-administered drugs
that are supplied by the Medical Center.
This means that if you have Medicare insurance, that they will not
pay for any medicine that you take yourself (for example, Aspirin
or Tylenol) even if a nurse gives it to you to take.

Lesson 11
Let’s Schedule an Appointment

This lesson teaches students how to schedule an appointment
to see a health care provider.
CASAS Competencies:
2.1.1 Use the telephone directory and related
publications to locate information
2.1.8 Use the telephone to make and receive
routine personal and business calls
2.5.3 Locate medical and health facilities in
the community
3.1.2 Identify information necessary to make
and keep medical and dental
appointments
1. Make an appointment
2. Request their right to an interpreter
Materials needed:
• Local phone book

I. Warm-up

Note on board: How often do you call home? Is it expensive to call? How often do you use the
phone to make personal or business calls in English? Is it difficult to make calls in English, or
easy?

II. Story

Ask students to look at the three pictures. What do they think is happening? Ask them
to create a story. You can write it on the board based on what they say and they can
copy it, or they can work in pairs/groups to develop and write their stories. If they
work in pairs/groups, you may want to ask one or two groups to write their story on
the board or read their story aloud.

III. Conversations

• Read and practice the dialogues. Role Play.
• You may want to discuss phone etiquette.
• Emphasize that it’s important to be on time to an appointment, or the health care
provider may not be able to see the patient and will have to reschedule.
Appointments can also be ‘walk‐in’ with some practices.
• Ask students to complete the information card (also found in the “Emergency!”
lesson). The card is designed so students can carry it with them in their wallet.
They may wish to laminate or photocopy the card onto a heavy piece of paper, or
create a heavier card using the optional index cards and cutting to size (copying
the relevant information). The card includes the number for Language Line,
LLC, a company that provides translation services. The cost is $4.50/minute (as
of 5/04). Providers may already have a contract with Language Line. If they
don’t, this number allows credit card billing (the provider should be willing to
provide this service to their patients free of charge).
• Teach “no appointments necessary” and “walk‐ins welcome” – both phrases are

included in the phone book sample page.

• “I Don’t Need No Doctor” song by Ray Charles. Review the lyrics. Play the
song. Sing along!
• Talk about ways people express pain. For example, in the US we usually say,
“Ow!” or “Ouch” or “that hurts”. Do other languages/cultures use different
sounds and expressions?
• Look up a local health care provider in the phone book. Create a dialogue for
making an appointment and practice the dialogue.
• Instructors ‐ research a local health care practice number with an automated
phone tree. Transcribe the ‘path’ to make an appointment, and review in class.
After review, ask students to call the number from home and listen along with
the transcription. Hang up before a receptionist picks up (students will know
when to terminate the call based on your transcription).


Lesson 11
Let’s Schedule an Appointment

This lesson teaches you how to schedule an appointment to
see a health care provider.
Warm-up

Story
What do you think is happening in these pictures?
Monday

Story
Thursday
Write the story.


What’s Wrong?!
Heide: My finger hurts really badly.
It isn’t healing. It’s getting worse.
I think I need to go to the doctor.

Joy: When did you hurt your finger?

Heide: On Monday. I was cutting a pepper.
I cut my finger by mistake, very deeply.
It hurt so much! It bled a lot too.
It still hurts a lot.

Joy: Why don’t you see a doctor? Maybe you have an infection. Or
maybe you need stitches.

Heide: I don’t know. I think it’s going to be expensive. I don’t know
where to go. Will they understand me? I don’t speak English very
well. Maybe it will hurt more to get stitches than it hurts now.

Joy: I can help. I know a good place to go.


1. What problem does Heide have?
Heide cut her finger with a knife.________________________________
2. Why is Heide afraid to go to the doctor?
She is afraid it will be expensive and that people won’t understand her. She is also
afraid that the stiches will hurt.________________________________________
3. What advice does her friend give to her?
Her friend says she should see a doctor.____________________________

Making an appointment
Receptionist: Good morning, Magnolia Family

Medicine.

Heide: Good morning. I would like to make

an appointment.

Receptionist: Have we seen you here before, or are you a new patient?

Heide: I am a new patient.

Receptionist: Ok, please tell me your name and your date of birth.

Heide: It’s Heide Dobrowski. My birthdate is July 16, 1957.

Receptionist: What will we be seeing you for?

Heide: I cut my finger a few days ago and I think it’s infected.

Receptionist: Alright, can you come in tomorrow at 10am?

Heide: I’m working at 10am. I get off at 3pm.

Receptionist: We can see you at 4:00.

Heide: Great. Thank you. I need an interpreter for my appointment.

Receptionist: Ok, what language?

Heide: Polish.

Receptionist: We have a Spanish interpreter, but not Polish. We can use

a telephone interpreter. See you tomorrow.

Heide: Thank you, bye.


Did you know?!

You have the right to an interpreter free of charge when you see most
doctors. Ask for one while you’re making your appointment – let the
receptionist know what language you speak. The office pays for this
service.
You may receive:
1. Interpretation using the phone – your doctor will

talk to an interpreter on the phone, and then you will listen
to the interpreter.

2. In-person interpretation – a trained
Interpreter will be with you at your
appointment.

The phone number for the “Language Line” is:
1-800-528-5888, option 3.
Your doctor may know about it. If not, ask them to call this number if they
don’t have an employee to translate for you.

If your health care provider can’t provide interpretation, try to bring an
adult friend or your spouse with you to help understand your doctor.


It’s important to provide information about yourself for medical care. The
Language Line telephone translation number is on this card. Show it to
your doctor if they need the phone number.
Information Card – Keep this in your wallet!
Name:

Address:

Home Phone:

County of residence:

Language:
Date of Birth

Insurance:

Emergency Contact:

Telephone Translation 1‐800‐528‐5888 (option 3)
(Not a free service) Language Line, LLC

“I Don’t Need No Doctor” CLOZE
Ray Charles

I don’t need no _______________________ I don’t need no doctor
‘Cause I know what’s ailing me For my hope ________________ is gone
I don’t need no doctor, no, no (I don’t need no doctor)
‘Cause I know what’s _________________ me (I don’t need no doctor)

I’ve been ________________ from my baby, ahh! I don’t need no doctor, no, no
I’m coming down with a misery Wahh! my hope to live is gone
(I don’t need no doctor) (I don’t need no doctor)

I don’t need no doctor All I need is my baby
for my __________________________ to be filled Baby, Please!
(I don’t need no doctor) Won’t you please come on home
You know what I’m talkin’ about?
I don’t need no doctor, I tell ya now (I don’t need no doctor)
for my prescription to be filled
(I don’t need no doctor) I don’t need no mattress (?)
Only my baby’s arms, I don’t need no _________________
Could ever take away this _________________ (I don’t need no doctor)
(I don’t need no doctor) I say, I don’t need, no
(I don’t need no doctor) ________________________________
(I don’t need no doctor)
Now the doctor say ______________________ I don’t need no lotion
(hey hey) (I don’t need no doctor)
Before I need her tenderness I say, I don’t need, no
(hmmm hmm) ________________________________
Put me on the critical list (I don’t need no doctor)
(hey hey)
When all I need is her sweet kiss
(hmmm hmm)
He gave me a ______________________ lotion
But it didn’t soothe

Transcribed by Todd Peach todd@thepeaches.com
(It didn’t soothe) http://www.thepeaches.com/music/

My emotion Source:
(I don’t need no doctor) http://www.thepeaches.com/music/raycharles/IDontNeed
NoDoctor.txt

“I Don’t Need No Doctor” (Answers)
Ray Charles

I don’t need no doctor I don’t need no doctor
‘Cause I know what’s ailing me For my hope to live is gone
I don’t need no doctor, no, no (I don’t need no doctor)
‘Cause I know what’s ailing me (I don’t need no doctor)

I’ve been too long away from my baby, ahh! I don’t need no doctor, no, no
I’m coming down with a misery Wahh! my hope to live is gone

I don’t need no doctor All I need is my baby
for my prescription to be filled Baby, Please!
(I don’t need no doctor) Won’t you please come on home
You know what I’m talkin’ about?
I don’t need no doctor, I tell ya now (I don’t need no doctor)
for my prescription to be filled
(I don’t need no doctor) I don’t need no mattress (?)
Only my baby’s arms, I don’t need no lotion
Could ever take away this chill (I don’t need no doctor)
(I don’t need no doctor) I say, I don’t need, no vitamin pills
I don’t need no lotion
Now the doctor say I need rest (I don’t need no doctor)
(hey hey) I say, I don’t need, no vitamin pills
Before I need her tenderness (I don’t need no doctor)
(hmmm hmm)
Put me on the critical list
(hey hey)
When all I need is her sweet kiss
(hmmm hmm)

Transcribed by Todd Peach todd@thepeaches.com
He gave me a medicated lotion http://www.thepeaches.com/music/

But it didn’t soothe Source:
(It didn’t soothe) http://www.thepeaches.com/music/raycharles/IDontNeed
NoDoctor.txt
My emotion

Lesson 12
At the Doctor’s Office

This lesson teaches students what to expect at a typical health care visit.
CASAS Competencies:
3.1.1 Describe symptoms of illness,
include identifying parts of the body,
interpret doctor’s directions
3.1.3 Identify and utilize health care
services and facilities, including
interacting with providers
3.2.1 Fill out medical health history
forms
1. Prepare for a health care visit
2. Request help to complete typical health forms
3. Communicate concerns with a health care provider
Materials needed:
• Local community/health resource guide
• Markers for Bingo (coins, paper markers, etc.)
• Bag or basket for Bingo (optional)
• Bingo prizes (if available)
• Oxford Picture Dictionary (any of the following): “The Body”, “Symptoms and
Injuries”, “Illnesses and Medical Conditions”, “Health Care”, “Clinics, Medical
and Dental Exams” (Black cover); or “The Body”, “The Face and the Head”,
“Aches, Pains, and Injuries”, “Treatments, First Aid and Health Care Items”, “At
a Medical Office” (Red cover) (optional)

A
• Thermometer (optional)
I. Warm-up

Note on board:
Fill in the blanks: Sophie has to go to the ___________ today for her annual physical. She is a
little ___________ because she needs a flu shot. She is afraid of shots. Her son, Christopher,
also has an ___________. He will get an ___________. They will both get ___________! The
doctor will give Christopher a ___________, which he likes very much. Lucky him!
doctor
nervous
appointment
immunization
shots
lollipop
Copy the note on the board and the answers (mix up the order). Ask students to
copy and complete the sentences. After you review the correct answers, ask
students if they get nervous before getting a shot, etc. etc. This is a good
opportunity to review the rule of using “an’ before a vowel and ‘a’ before a
consonant. You may also want to lead into the next activity, “Get ready for the
Doctor” by asking students if they do anything special to prepare for a health care
visit before they see the suggested ideas.
II. A Visit to the Doctor’s Office

• Read the dialogues. Role play if appropriate.
• Teaching suggestions for the “Don’t Get Lost” section: Emphasize that a
complete medical history is very important and that using the same name each
time helps ensure that all medical information is kept in the same medical record.
Also emphasize that all health care providers will help a patient even if he/she
doesn’t have legal documents. They will not report anyone to immigration.
Patients are expected to pay for medical treatment, however different options

B
exist for patients who have a hard time paying a bill: for example, payment
plans, sliding scales, and free or reduced cost care at some facilities.

III. Information Forms

Teach students to ask for help from the medical office staff if needed to complete
information forms, ie., “Can you help me with this?” or “I need help with this.” The
forms included in this lesson are ‘real life.’ Blank forms and a completed form are
included as examples. Review forms if appropriate. You may want to teach/review
items like the # symbol, how to write dates, marital status categories etc.

IV. BINGO
Cut words from the attached vocabulary sheet to make bingo ‘pieces.’ Ask students to
prepare their bingo cards by randomly filling in vocabulary from their vocabulary sheet
(see student lesson for sheet).
Place the pieces in a bag, basket, or spread on a table. One student can volunteer to be
the ‘caller’ for each game or the instructor can call out vocabulary. Pick and read the
words one at a time. The first student to get 5 markers in a row says, “Bingo!” and
wins. The winner should read back the words that he/she has marked to make sure the
card is a winner. Award small prizes if available to the winners.
• Use the photos at the end of the lesson to review verbs. What is the person(s) in
the picture doing? Or use them at the beginning to introduce the lesson.

• Use Kate Singleton’s picture story, “A Doctor’s Appointment” to discuss the
challenges of communication with health care providers.


C
• Ask students to role play going to the doctor. They can choose a health problem
(or have problems prepared that can be pulled from a hat.) For example, “You
have a high fever and feel bad. What do you say to the doctor?” “You have very
bad headaches once or twice a month. What do you say to the doctor?” One
student can play the doctor and one can play the patient.

• Ask students to make a collage using magazine cut‐outs and glue, or draw a
picture that expresses how they feel about health/illness, or an experience
they’ve had with the doctor or health care provider. Or, ask them to draw a
picture or create a collage that expresses alternative therapies traditional to their
culture (for example, curanderismo or Chinese medicine). You may want to
incorporate this excerpt from the poem, “Curandera” by Pat Mora.

“Her days are slow, days of grinding dried snake into powder, of crushing wild bees to mix with
white wine. And the townspeople come, hoping to be touched by her ointments, her hands, her
prayers, her eyes. She listens to their stories, and she listens to the desert, always to the desert.”

• Teach students how to read a thermometer. Information is included at the end of
the lesson. (Note: students do not have copies of this information in their lesson.
You’ll need to make copies if you’d like to teach this information)

• Write about a visit to the doctor.


D
Lesson 12
At the Doctor’s Office

This lesson teaches students what to expect at a typical health care visit.
Warm-up

1
Do you do anything special to get ready for a
visit to the doctor?
Get ready!
• Call before your
appointment to ask for an
interpreter.

• Bring your medicines
(including non‐prescription
and herbal medicines).

• Think of questions or
concerns you want to talk
about. Ask them at your
visit.

• Be ready to tell the doctor any symptoms you have, and for how long
you’ve had the symptoms.

• Bring a friend or family member with you to help you remember
information.

• Bring identification and your insurance card if you have one.

• Arrive on time. Sometimes the doctor will need to reschedule your
appointment if you are more than 15 minutes late.

• Be prepared to pay for your visit at the time of your visit. Offices
usually accept cash, credit cards, or personal checks.

2
A Visit to the Doctor’s Office
Registration and Check-In

Patient Name Time arrived

John Poblete 2:10
Receptionist: Hello.
Mr. Poblete: Hi, I have a 2:15 appointment.
Receptionist: Your name?
Mr. Poblete: John Poblete.


3
Receptionist: What doctor are you here to see?
Mr. Poblete: Dr. Rosen.
Receptionist: Has any of your personal information changed since last
year?
Mr. Poblete: Yes, I have a new phone number. It’s 910‐555‐2428.
Receptionist: Thanks. Please have a seat and we’ll call you when the
doctor’s ready.
If you are a new patient, the receptionist will ask you to fill out
information forms. If you can’t understand the forms, ask for help: “I
need help completing these forms.” or “Is there an interpreter who can
help me with these forms?”


4
The appointment
Nurse: Mr. Poblete?
Mr. Poblete walks from the waiting room to the exam room.
Nurse: Hello Mr. Poblete.
How are you? You’re here
because you have back pain?

Mr. Poblete: Yes, it comes and
goes.

Nurse: Ok. Let’s weigh you and take your temperature, pulse and blood
pressure. Nurse weighs Mr. Poblete and takes his pulse and blood pressure.
Your temperature is normal, your weight is 150 pounds, your pulse is 60,
and your BP is 120/80. That’s great! The doctor will be in shortly.

5
A few minutes later…
Dr. Rosen: Hello Mr. Poblete! How are you today?
Mr. Poblete: Fine, thanks.

Dr. Rosen: I’m going to listen to your heart first. So you’re here for
back pain?
Mr. Poblete: Yes.
Dr. Rosen: Describe your back pain.
Mr. Poblete: My lower back hurts here.
Dr. Rosen: Does it hurt all the time?
Mr. Poblete: No, sometimes in the morning, and sometimes during
work. I work as a landscaper and it hurts to bend over sometimes.

6
Dr. Rosen: Do you have pain anywhere else?
Mr. Poblete: No, I don’t.
Dr. Rosen: Ok, put heat on your back twice a day. Please fill this
prescription. I’ll ask the nurse to give you some sheets with exercises that
will help you stretch and strengthen your back.

Mr. Poblete: Thanks. I have a question. What should I do if it gets
worse?

Dr. Rosen: If it gets worse, you may need a different medicine or a
different treatment. Call the office, and we’ll schedule another
appointment.
Check out
Mr. Santiago: Here is your bill for
today. You don’t need a follow‐up
appointment. Please call our office if
you have any questions.

Mr. Poblete pays with his Visa card.

Mr. Poblete: Thanks, bye!

7
Paying for the Doctor
A visit to the doctor can be expensive. There are ways to make it
less expensive if you have a low income.

1. Sliding scale
2. Payment plan
3. Special health insurance if you qualify
(Medicaid, Health Check etc.)

Talk with someone in the doctor’s office to find out if
you can get assistance.

8
Ms. Gopal Goes to the Doctor
Dr. Stiles: Good morning, Ms. Gopal. And this is your daughter, Ekta?
Ms. Gopal: Hello. Yes, this is my daughter. She has trouble breathing.
She has a cold.
Dr. Stiles: Ok, let’s examine your daughter. How long has she had
congestion?
Ms. Gopal: I think about 2 days.
Dr. Stiles: I see her temperature is a little high. Did you take her
temperature at home?
Ms. Gopal: Yes, yesterday it was 99.9 and the day before it was 99.5.
Dr. Stiles: Ok, I’m going to listen to her heart and lungs and look into
her ears……It looks like Ekta has a cold. Here is a list of safe medicines for
her that you can buy at the drug store. If she isn’t better in two days or if
she gets worse please call us.
Ms. Gopal: Thank you.

9
Katrina goes to the Certified Nurse Midwife
For prenatal care
Mary: Hello Katrina! How are you feeling today?
Katrina: I’m fine thanks. I’m a little tired.
Mary: That’s normal for early pregnancy. Try to take it easy. You’ll feel
better. Are you having any problems?
Katrina: Well, I have been feeling sick a lot.
Mary: Try to eat crackers or almonds. Ginger ale is good to drink. Have
you had any bleeding or discharge?
Katrina: No, I haven’t.
Mary: Great. I’ll see you next month.
Katrina: Thanks. I’ll see you later.
Magnolia Family Practice

Your next appointment is scheduled for:
Name: __Katrina Federov______________
Date: __Feb. 11________________
Time: __1:30pm________________
Please give 24 hours notice for cancellations.

10
Six Months Later….
Mary: Hi Katrina! How are you
feeling today?

Katrina: I’m fine, thanks.
Mary: Are you having any
problems?
Katrina: No, none at all.
Mary: Is your baby moving?
Katrina: Yes it is! The baby kicks a lot. Sometimes in the middle of the
night. It wakes me up!

Mary: That’s great. It’s good practice for the future! Have you had any
bleeding or discharge?

Katrina: No, I haven’t.
Mary: Wonderful. Is there anything else?
Katrina: Well, my back hurts and my feet are swollen.
Mary: That’s very common. Try massage or warm, moist heat, like a
washcloth or hot towel on your back. For your feet, try a foot bath with
Epsom salt. You can find Epsom salt in the drug store. That will help. Ok,
Katrina, I’ll see you in two weeks.

Katrina: See you soon!

11

The doctor needs information from you! Here are some

common questions if you are sick.
When did your symptoms start?
Does anything make you feel better or worse?
Do you have a fever?
Is your fever higher than 102o F?
Do you have chills?
Do you have a sore throat?
Do you have a runny nose?
What color is the discharge?
Do you have a cough?
Are you short of breath?
When you cough, do you cough up any phlegm or sputum?
What color is the sputum?
Does your chest hurt when you take a deep breath?

12
Here are some common words to describe symptoms
if you are sick.
I am congested. (also, “stuffed up,” “stuffy” nose)
My pain is sharp.
My pain is dull.
I have a headache.
I have a stomachache.
My (foot, throat, finger etc.) is swollen.
My (foot, throat, finger etc.) is infected.
My body aches.
I have a sore throat.
I have a fever.
I am nauseous. (also, “sick to my stomach”)
I vomited.
I have a cough.
I am dizzy.
I have chills.
I am short of breath.
I have diarrhea.
I have constipation.
I am tired.
My sore has pus.
It burns.

13
Mónica Perez Garcia Mónica
Perezgarcia
Mónica Perez
Mónica Garcia
Mónica Perez-Garcia
Don’t Get Lost!!
The way you write your name the first time is very important because
your information is filed under that name. It’s best to use the same name
everywhere. Have an identification card with you to help avoid spelling
mistakes. Hand your card to the receptionist so he or she can copy your
name.
Name: Santiago Gomez Andres

(Last) (First) (MI)
Places with forms

• The Division of Motor Vehicles (DMV)
• The doctor
• The hospital
• Medicaid office
• Department of Social Services
Always carry some identification with you with your
name, address, and phone number. This is a good
idea all the time, but especially if you have an
emergency and someone needs to help you register at the hospital.

14
15
16
17
WILMINGTON FAMILY PHYSICIANS, P.A.
PATIENT INFORMATION
Today’s Date: Social Security #
Name:
(Last) (First) (MI)
Address:
(Street)
(City) (State) (Zip)
Birth Date: _______________ Age: Sex: M _____ F _____
Home Phone: Work Phone:
Employer:
Employer Address:
(Street)
(City) (State) (Zip)
Driver’s License # _________________ Religion: _____________ Race/Ethnicity: _____
Marital Status: (m-married s-single d-divorced w-widowed x-separated)
Who may we contact in an emergency:

(Name) (Relationship)
(Phone number)
Spouse’s Name/Parent: Birth Date:
Spouse/Parent Employer: Work Phone:
INSURANCE INFORMATION
1. Insurance Co. 2.
If you have insurance, please let us get a copy of your card.
INSURANCE AUTHORIZATION AND ASSIGNMENT
I hereby authorize my physician to furnish information concerning my present illness to

insurance companies and referring doctors and for my insurance companies to pay any
medical/surgical benefits due to my physician. I agree that the doctor can examine me, and I am
responsible for my account.
Signature: Date:
18
HEALTH HISTORY
(Confidential)
Name _______________________________________________________ Today’s Date___________________________________
Age _________________ Birthdate________________Date of last physical examination____________________________________
What is your reason for visit: ____________________________________________________________________________________
SYMPTOMS: Check (√) symptoms you currently have or have had in the past year.
GENERAL GASTROINTESTINAL EYE,EAR,NOSE, THROAT MEN only
⁯ Chills ⁯ Appetite poor ⁯ Bleeding gums ⁯ Breast lump
⁯ Depression ⁯ Bloating ⁯ Blurred vision ⁯ Erection difficulties
⁯ Dizziness ⁯ Bowel changes ⁯ Crossed eyes ⁯ Fatigue or tiredness
⁯ Fainting ⁯ Constipation ⁯ Difficulty swallowing ⁯ Loss of strength
⁯ Fever ⁯ Diarrhea ⁯ Double vision ⁯ Loss of muscle mass
⁯ Forgetfulness ⁯ Excessive hunger ⁯ Earache ⁯ Decrease in libido (sex drive)
⁯ Headache ⁯ Excessive thirst ⁯ Ear discharge ⁯ Decrease in self esteem
⁯ Loss of sleep ⁯ Gas ⁯ Hay fever ⁯ Decline in work performance
⁯ Loss of weight ⁯ Hemorrhoids ⁯ Hoarseness ⁯ Sad and/or grumpy
⁯ Nervousness ⁯ Indigestion ⁯ Loss of hearing ⁯ Lump in testicles
⁯ Numbness ⁯ Nausea ⁯ Nosebleeds ⁯ Penis discharge
⁯ Sweats ⁯ Rectal bleeding ⁯ Persistent cough ⁯ Sore on penis
⁯ Stomach pain ⁯ Ringing in ears ⁯ Other
MUSCLE/JOINT/BONE ⁯ Vomiting ⁯ Sinus problems WOMEN only
Pain , weakness, numbness in: ⁯ Vomiting blood ⁯ Vision – flashes ⁯ Abnormal Pap Smear
⁯ Arms ⁯ Hips ⁯ Vision - halos ⁯ Bleeding between periods
⁯ Back ⁯ Legs CARDIOVASCULAR ⁯ Breast lump
⁯ Feet ⁯ Neck ⁯ Chest pain SKIN ⁯ Extreme menstrual pain
⁯ Hands ⁯ Shoulders ⁯ High blood pressure ⁯ Bruise easily ⁯ Hot flashes
⁯ Irregular heart beat ⁯ Hives ⁯ Nipple discharge
GENITO-URINARY ⁯ Low blood pressure ⁯ Itching ⁯ Painful intercourse
⁯ Blood in urine ⁯ Poor circulation ⁯ Change in moles ⁯ Vaginal discharge
⁯ Frequent urination ⁯ Rapid heart beat ⁯ Rash ⁯ Other
⁯ Lack of bladder control ⁯ Swelling of ankles ⁯ Scars Date of last menstrual period _______
⁯ Painful urination ⁯ Varicose veins ⁯ Sore throat that won’t heal Date of last Pap Smear____________
Have you had a mammogram?______
Are you pregnant?______
Number of children______
CONDITIONS: Check (√) conditions you have or have had in the past.
⁯ AIDS ⁯ Chemical Dependency ⁯ High Cholesterol ⁯ Prostate Problem
⁯ Alcoholism ⁯ Chicken Pox ⁯ HIV Positive ⁯ Psychiatric Care
⁯ Anemia ⁯ Diabetes ⁯ Kidney Disease ⁯ Rheumatic Fever
⁯ Anorexia ⁯ Emphysema ⁯ Liver Disease ⁯ Scarlet Fever
⁯ Appendicitis ⁯ Epilepsy ⁯ Measles ⁯ Sexually Transmitted Diseases
⁯ Arthritis ⁯ Glaucoma ⁯ Migraine Headaches ⁯ Stroke
⁯ Asthma ⁯ Goiter ⁯ Miscarriage ⁯ Suicide Attempt
⁯ Bleeding Disorders ⁯ Gonorrhea ⁯ Mononucleosis ⁯ Thyroid Problems
⁯ Breast Lump ⁯ Gout ⁯ Multiple Sclerosis ⁯ Tonsillitis
⁯ Bronchitis ⁯ Heart Disease ⁯ Mumps ⁯ Tuberculosis
⁯ Bulimia ⁯ Hepatitis ⁯ Pacemaker ⁯ Typhoid Fever
⁯ Cancer ⁯ Hernia ⁯ Pneumonia ⁯ Ulcers
⁯ Cataracts ⁯ Herpes ⁯ Polio ⁯ Vaginal Infections
MEDICATIONS: List all medication you are currently taking ALLERGIES: To medications or substances
© 2006. Sandra J. Diehl. All rights reserved.

All information is strictly confidential
FAMILY HISTORY: Fill in health information about your family
Relation Age State of Health Age at Cause of death Check (√) if your blood relatives had any of the following:
Death Diseases Relationship to you
Father Arthritis, Gout
Mother Asthma, Hay Fever
Brothers Cancer
Chemical Dependency
Sisters Diabetes
Heart Disease, Strokes
Sons High Blood Pressure
Kidney Disease
Daughters Tuberculosis
Other
HOSPITALIZATIONS PREGNANCY HISTORY
Year Hospital Reason for Hospitalization and Outcome Year of Date of
Birth Birth Complications if any
HEALTH HABITS: Check (√) which

substances you use and describe how much
you use
Caffeine
Have you ever had a blood transfusion: ⁯ Yes ⁯ No Tobacco
If yes, please give approximate dates: Drugs
SERIOUS ILLNESS/INJURIES DATE OUTCOME Alcohol
Seatbelts ⁯ Yes ⁯ No
Other
OCCUPATIONAL CONCERNS: Check (√) if
your work exposes you to the following:
Stress
Hazardous Substances
Heavy Lifting
Other
Your occupation:
I certify that the above information is correct to the best of my knowledge. I will not hold my doctor or any members of his/her staff
responsible for any errors or omissions that I may have made in the completion of this form.
________________________________________________________________________ ________________________________
Signature Date

BINGO
Game 1
Game 2

Bingo Vocabulary (cut into pieces for the bingo game)
doctor fever
health sore throat
appointment cough
immunization breathe
medicine headache
prescription stomachache
identification fever
insurance nausea
registration appetite
check-in itch
waiting room bruise
exam room rash
pain lump
weight pregnant
temperature history
pulse diabetes
blood pressure illness
treatment injury
follow-up allergic
symptoms allergy

1

6

Taking Temperatures
What is body temperature?
Body temperature is a measure of the body's ability to generate and get rid of heat. The body is very
good at keeping its temperature within a narrow, safe range in spite of large variations in
temperatures outside the body.
When you are too hot, you may begin to sweat, and as the sweat evaporates it helps cool your
body. When you are too cold, you may start shivering. This extra muscle activity helps generate
more heat.
What areas of the body are used to check temperature?

Your body temperature can be measured in the mouth, ear, armpit, or rectum. Temperature can
also be measured on your forehead.
What is normal body temperature?

A normal body temperature is usually an oral temperature of 98.6 °F(37 °C), however, many
healthy people have a temperature 1°F (0.6°C) or more above or below 98.6 °F. Also, normal body
temperature varies throughout the day.
A normal rectal or ear temperature is higher than a normal oral temperature. An armpit
temperature reading is lower than an oral temperature reading.
What is a fever?
In adults, an oral temperature above 100 °F(37.8 °C) or a rectal or ear temperature above 101
°F(38.3 °C) is sometimes considered a mild fever. A child has a fever when his or her rectal
temperature is 100.4 °F(38 °C) or higher.

How To Prepare
Take your temperature several times when you are feeling well to establish what is normal for you.
Take readings in both the morning and evening, since body temperature typically varies by 0.5°F
(0.3°C) to 1°F (0.6°C) throughout the day.
Wait at least 20 to 30 minutes after smoking, eating, or drinking a hot or cold liquid before taking
your temperature. Also wait at least an hour after vigorous exercise or a hot bath.
Several different types of thermometers are available, including:
• Digital thermometers.
• Ear thermometers
• Liquid crystal thermometers (plastic temperature strips, often called forehead thermometers
or fever strips, and pacifier thermometers). Plastic temperature strips are not recommended
for home use.
• Disposable thermometers.
• Glass thermometers (mercury thermometer). The American Academy of Pediatrics
recommends against using glass thermometers. If the thermometer is broken, the mercury is
dangerous and must be disposed of properly.
How It Is Done
Before taking a body temperature, review the instructions for how to use your thermometer. If you
are using a glass thermometer, you need to:
• Clean the thermometer with rubbing alcohol or cool soapy water (hot water may break it).
• Grip the end of the thermometer opposite the end that has the bulb. Shake the thermometer
vigorously, as though trying to shake drops of water off the tip of the thermometer. Hold
the thermometer tightly to avoid accidentally throwing it while shaking the mercury down.
• Shake it down until it reads 95 °F(35 °C) or lower.
Two methods of taking a temperature are described on the next page.

How to take an oral temperature
Oral is the most common method of taking a temperature. To get an accurate temperature, the
person must be able to breathe through the nose.
• Place the digital, disposable, or glass thermometer under the tongue, just to one side of
the center, and close the lips tightly around it. Do not use an oral glass thermometer to
take the temperature of a small child because the child might bite or break it.
• Leave the thermometer in place for the required amount of time. Some digital
thermometers give a series of short beeps when the reading is done. A glass thermometer
should be left in place for a full 3 minutes. Time yourself with a clock or watch. If a glass
thermometer is left in for only 2 minutes, nearly one-third of temperature readings are off
by at least 0.5°F (0.3°C).
• Remove the thermometer and read it.
• Clean a glass or digital thermometer with cool soapy water and rinse it off before putting
it away.
How to take an ear temperature

Ear thermometers may need to be cleaned and prepared for use. They do not have to be shaken to
lower the reading before use. These steps can be followed when using a ear thermometer; however,
follow the instructions for your specific model.
• Check that the probe is clean and free of debris. If dirty, wipe the probe cover gently with a
clean cloth. Do not immerse the thermometer in water.
• To keep the probe clean, a disposable probe cover should be used. Attach the disposable
cover to the probe.
• Turn the thermometer on.
• For infants younger than 12 months, pull the earlobe down and back (this will help ensure
that the probe is placed snugly in the ear canal). Center the probe tip in the ear and push
gently inward toward the eardrum.
• For children older than 12 months and for adults, pull the earlobe up and back. Center the
probe tip in the ear and push gently inward toward the eardrum.
• Press the activation button to display the temperature reading.
• Remove the thermometer and throw away the used probe cover. Use a new probe cover
each time you take an ear temperature.
Results
When you tell your doctor about your temperature measurement, be sure to mention whether it
was taken in the mouth, rectum, armpit, or ear.
When you have a fever, keeping a daily record of your temperature with multiple recordings helps
you and your doctor determine what is causing the fever and how it can be treated. The pattern of
a fever can help suggest the reason for the body's increased temperature.
In most healthy people, a fever does not in itself require treatment other than drinking plenty of
fluids. Taking acetaminophen (such as Tylenol) or ibuprofen (such as Advil or Motrin) may help
you feel more comfortable when you have a fever. Do not give aspirin to anyone under the age of
20 because it has been associated with a serious condition called Reye's syndrome.
In most instances, a fever can be considered a part of your body's natural defense against infection.
However, in some circumstances you may need to call a health professional about a high fever.
What Affects the Test

Inaccurate temperature readings can be caused by:
• Using a glass thermometer that has not been shaken down.

• Not keeping the mouth closed around the thermometer when taking a temperature orally.
• Not leaving a thermometer in place long enough before reading it.
• Not putting the proper thermometer in the right place.
• Not following the instructions for proper use that come with the thermometer.
• Taking an oral temperature within 20 minutes after smoking or drinking a hot or cold liquid.
• Taking a temperature by any method within an hour of exercising vigorously or taking a hot
bath.
Source: www.webmd.com

Lesson 13
What Does the Label Say?

This lesson helps students understand medicine labels.
CASAS Competencies:
3.3.2 Interpret medicine labels
3.3.3 Identify the difference between
prescription, over‐the‐counter, and
generic medications

Students will acquire the skills and
ability to:
1. Read and understand medication
instructions
2. Ask pharmacists questions about
medication
Materials needed:

• Real‐life over‐the‐counter medications and empty prescription bottles (if
available)
• Teaspoons and Tablespoons (measuring) and/or measuring spoons from the
pharmacy (with cc and ml)



I. Warm-up

Note on board: Sometimes when I have a sore throat I eat chicken soup. I think it helps
prevent colds. I don’t know if this is true, but when I eat chicken soup, I usually feel better!
What do you do to feel better when you have a cold?

II. Medicine

• Read the information about medicines. Students can take turns reading out loud
or can read silently. Let students know that the word ‘prescription’ is also
written ‘Rx.’
• Ask students to read the dialogues and role play if appropriate. Let students
know that it’s ok to ask their doctor or pharmacist questions about their medicine
– whether it’s prescription or over‐the‐counter.

III. Picture Story, “The Right Dose”

Read the picture story by Kate Singleton. Ask students to discuss what’s happening in
the pictures. Demonstrate the difference between a teaspoon and tablespoon. If
appropriate, students can create stories (individually, in pairs, or as a class) or create
dialogue about what’s happening. Let students know that they should use ‘measuring’
teaspoons and tablespoons for liquid medicine (not ‘serving’ spoons – they do not
measure accurately). This activity serves as a lead‐in to the next section, which
discusses how to read/interpret medicine labels.

IV. Medicine Labels

This section:
• Teaches how to read prescription labels. Labels follow a standard format.
• Teaches how to read over‐the‐counter labels
• Illustrates the ways medicines are packaged (ie., tablets, creams, drops etc.)
• Concludes with a practice activity that asks students to identify critical
information on prescription labels


Practice Activity Directions:
• Cut out prescription labels found in section IV of the lesson. Write the following
on the board: “What” “Where” “How much” and “How often.” Ask students
to form two teams or ask for volunteers.
• Give a label to each team (volunteer), and ask them to identify: 1. type of
medicine (e.g., drops, cream, tablets etc.); 2. where the medicine goes (e.g., eyes,
mouth, ears etc.); 3. how much medicine is needed per dose (you may want to
ask/review later how much TOTAL is needed daily or let students calculate this
information.); and 4. how often the medicine should be taken.
• Ask students to complete the columns for each label (you may wish to divide the
board and have separate columns for each team). Repeat until the class has
reviewed all labels.
• You may want to demonstrate this activity first with one label.
• You may want to extend this activity by giving students a time (eg. 1pm) and
asking what time they should take the next dose.

• Play ‘concentration’ with the lesson’s vocabulary. Divide students into two
teams. Prepare index cards with pairs of matching vocabulary. Place face down
on a flat surface. Ask teams to find matching word pairs.
• Role play asking a pharmacist for information.


Lesson 13
What Does the Label Say?

This lesson helps students understand medicine labels.

Warm-up

Medicine
There are different types of medicine.
1. Prescription medicine: You need to see a doctor or health care

provider to get a prescription for this kind of
medicine. A pharmacist fills the prescription and
sells you the medicine. Buy your medicine at a
pharmacy or drug store.
2. Over-the-counter medicine: You can buy ‘over‐the‐counter’

medicine at a pharmacy, convenience store, Walmart, Target and
other stores without seeing a doctor. You can buy medicine for
many common problems like cough, fever,
headaches, stomach upset, and pain ‘over‐
the‐counter.’ If your child needs medicine,
look for the “children’s” package. Many
medicines are made especially for
children. Don’t give your children
medicine made for adults.

3. Alternative therapy: Some people prefer to treat illness and
health problems with ‘alternative therapy,’ for example, herbal
products or home remedies. Prescription and over‐the‐counter
medicines are tested for safety and approved by the Federal Drug
Administration (FDA) which is part of the US government.
Alternative therapies are not
tested for safety or
effectiveness by the
government.


Karen Brown, MD
Azalea Internal Medicine
Name Alseny Bass

Date___4/4/05__

Amoxicillin, 1 cap 4x daily for7
days
Refill __0___Karen Brown_______, MD

Generic substitution permitted _______

Alseny: Hi, I have a prescription to fill.
Pharmacist: Ok, let’s see what you have. Amoxicillin.
Alseny: I have some questions about this medicine. What does this
medicine do?
Pharmacist: This is an antibiotic. It helps fight infection.
Alseny: How long do I need to take it?

Pharmacist: You need to take 1 capsule 4 times a day for 7 days, even if
you start to feel better. It’s important to take all the medicine. Drink a full
glass of water to help you swallow the capsule and wash it down.
Alseny: Are there any side effects?
Pharmacist: You may have mild
nausea, vomiting, diarrhea, or
abdominal pain. Call your doctor if you
develop a rash, have severe stomach
problems, or don’t start to feel better within a day or two.
Alseny: Thank you. Oh – is it ok to drink alcohol with this medicine?
Pharmacist: Yes, but I recommend you drink water instead because it
will help you get well faster. Alcohol doesn’t interact with this medicine.
Alseny: Thanks. When will my prescription be ready?
Pharmacist: In about 30 minutes. You can wait or pick it up later.
Alseny: I’ll wait. Thank you.

Questions
1. What does Amoxicillin do?

Amoxicillin is an antibiotic. It helps fight infection.

2. How many times a day should Alseny take the medicine?

Alseny should take 1 capsule four times a day.

3. For how long should he take the medicine?

Alseny should take the medicine for 7 days.

4. What are some side effects of the medicine?

Mild nausea, vomiting, diarrhea and abdominal pain are side effects.

5. If Alseny develops a rash, what should he do?

___Alseny should call his doctor.____________________________________

Humaira: Hello. I have some questions about this
medicine.

Pharmacist: How can I help you?

Humaira: My daughter is teething and I want
something to help with her pain. Is this medicine
good for that?

Pharmacist: How old is your daughter?

Humaira: She’s six months.

Pharmacist: Yes, this is a good medicine. Give it to your daughter twice a
day until her tooth breaks through her gum or if she seems uncomfortable.
You can also try giving her a clean, cold, wet washcloth to chew or teething
rings.

Humaira: What are the side effects of this medicine?

Pharmacist: Your daughter may be sleepier than normal. Call your
doctor if the pain gets worse, or the pain lasts for more than five days.

Humaira: Thank you!

Prescription Medicine Labels
Here’s what you see on every prescription label.
Patient name and address
Prescription number
How to take the medicine
Medicine name
The patient will need
to call the doctor for
more medicine
Expiration date
Did you know?!
Generic prescriptions and over‐
the‐counter medications are less
expensive than “name‐brand”
drugs and work the same way.
Look for generic ‘over‐the‐
counter’ medicine and ask your
doctor to prescribe the generic to
save money!

Questions
1. Who is this prescription for?

__Sally Jones____________________________________________________

2. What is the prescription number?

___737247_______________________________________________________

3. What is the name of the medicine?

___Omnicef_____________________________________________________

4. Can the medicine be refilled?

____No________________________________________________________

5. When does the medicine expire?
____8/17/03______________________________________________________


An over-the counter medicine label
All over-the-counter medicine labels will have this important

information on the label:
• Uses/Indications (a list of health problems that the medicine will
help)
• Directions (how to take the medicine)
• Warnings (information about the medicine and when you should not
take it)
• How to store the medicine, and
• An expiration date


From Tylenol Label…

Warnings ~ Do not use with any other product containing
acetaminophen. Stop use and ask a doctor if new symptoms occur,
redness or swelling is present, pain gets worse or lasts for more than 10
days, fever gets worse or lasts for more than 3 days. If pregnant or breast‐
feeding, ask a health professional before use. Keep out of reach of
children. In case of overdose, get medical help or contact Poison Control
Center right away. Alcohol warning: If you consume 3 or more alcoholic
drinks every day, ask your doctor whether you should take acetaminophen
or other pain relievers/fever reducers. Acetaminophen may cause liver
damage.
Uses/Indications ~ Temporarily relieves minor aches and pains due to:
headache, muscular aches, backache, arthritis, the common cold, toothache,
menstrual cramps, reduces fever.
Directions ~ DO NOT TAKE MORE THAN DIRECTED.
Adults and children 12 years and over: take 2 caplets every 4 to 6 hours as
needed. Do not take more than 8 caplets in 24 hours.
Children under 12 years: Do not use this adult Extra Strength product in
children under 12 years of age. This will provide more than the
recommended dose (overdose) of Tylenol ® and could cause serious health
problems.

Store at room temperature.

Exp. date

Questions
1. Who should not take this medicine? _

Children younger than age 12 should not take the medicine. Women who are
pregnant or breastfeeding should ask their doctor.

2. How much medicine should an adult take?

An adult should take 2 caplets every 4‐6 hours, and no more than 8 caplets in 24
hours.

3. Should a 9‐year‐old take this medicine?

No.

4. What is the most medicine an adult should take in 24 hours?

Eight caplets

5. Where is the expiration date?

On the edge of the label (EXP Date)

6.What should you do in case of an overdose?

I should get medical help or contact the poison control center right away.
__________________________________________________________________

Match the medicine with
the picture.
AAA
B
C
F
G

Match the medicine with the picture.
1. Drops ___E________

2. Tablets/pills ___H________

3. Capsules ___D________

4. Cream/ointment ____C_______

5. Liquid _____B______

6. Spray ______F_____

7. Suppository ____G_______

8. Inhaler ____A_______

9. Injection/shot ___I________

Vocabulary
prescription pharmacy
prescribe pharmacist
medicine capsule
medication side effect
take allergic
shake generic
expiration cream
refill drop
teaspoon suppository
label rectal
drowsy tablet
refrigerate relief
external ointment
internal seal
freeze room temperature
store exceed
cool drug
dry consult
once dose
twice treat remedy
treatment

Lesson 14
Health Information
This lesson helps students learn where to find and how to
understand a variety of health information.
CASAS Competencies:
3.2.2 Interpret immunization requirements
3.4.1 Interpret product label directions and safety warnings

1. Research and understand credible health information
2. Understand label directions and warnings
3. Think critically about health messages
Materials needed:
• Magazines

I. Warm-up

Write the following statements on the board. Ask students if the statements are true or
false. This is an opportunity for students to learn vocabulary related to safety warnings.

True or False:

Bleach is poisonous if you drink it.
Most crayons are non‐toxic.
Water is an irritant.
Gasoline is flammable.
Orange juice is a flammable liquid.
Kerosene is a combustible liquid.
Battery acid is corrosive.
II. Understanding Product Label Directions

• Read the picture story by Kate Singleton. What is happening in the pictures?
Has this ever happened to anyone you know? Students can write captions,
sentences, or a short story, or can orally explain what’s happening. Review the
words “caution” and “dangerous vapors.”

• Read the labels for bathroom cleaner and mineral spirits. Answer the questions.
III. Interpreting Health Information

Distribute magazines. Students can share magazines if needed. Ask students to find
advertisements for products meant to improve health (for example, exercise equipment,
medicine etc.) or advertisements for products that are unhealthy (for example,
cigarettes, junk food etc).
Ask students to:
1. Describe the picture they see (in writing or orally; students can make a list of
vocabulary that describes the picture or make sentences, other students can add to the
description if incomplete)
2. Decide if the product is healthy/unhealthy and ask if everyone agrees;

3. Discuss what makes the ad appealing – would you buy this product? Do you
believe everything the advertisement promises? Do you make purchases based on
advertising?
4. Ask where students get their information about health. Let students know there is a
resource list of places to find health information attached with this lesson.
IV. Communicating Health Information

• Ask students to form small groups and create a short television/radio
announcement around a health issue. Students can use the attached information
on ‘hand washing’ or ‘immunizations.’ Ask groups to present their
announcement to the class.
• Take a trip to your local library. Arrange for the librarian to give students a tour.
Apply for library cards.
• Ask students to research a health topic of their choice and prepare a short
presentation on the topic. A list of places to find health information is included
for reference. Students can give their presentation to another ESL class, if
appropriate.
• Dictate the radio PSA included at the end of the lesson. Review.

Lesson 14
Health Information
This lesson helps students learn where to find and how to
understand a variety of health information.

I. Warm-up

Bathroom Cleaner
Directions for use:

Use only in a well‐ventilated area. Before use, open windows
and turn on fan. If vapors bother you, leave room while
product is working.

Warning:

Eye and skin irritant. Vapors may irritate. Harmful if
swallowed. Do not get in eyes or on clothing. For sensitive
skin or prolonged use, wear gloves. Not recommended for use
by persons with heart conditions or chronic respiratory
problems such as asthma, emphysema, or obstructive lung
disease.

First Aid:

Eyes: Flush immediately with water for 15 minutes. If
swallowed: Drink a glass of water. Do not induce vomiting.
Call a physician or poison control center immediately. This
product contains bleach. Do not use or mix with other
household chemicals such as ammonia, toilet bowl cleaners,
rust removers or acid, as this releases hazardous gases.

Questions
1. What are two things you should do before you start cleaning?

__I should open the windows and turn on the fans.___________________

2. What can you do to protect your skin from the product?

_I can wear gloves._______________________________________________

3. Who should not use this product?

__Persons with heart conditions or chronic respiratory conditions should not
use this product.______________________________________

4. If the product gets in your eyes, what should you do?

__I should immediately flush my eyes with water for 15
minutes._______________________________________________________

5. If someone swallows the product, what should you do?

__I should give them a glass of water and call a doctor or a poison control
center. I should not make the person throw-up.__________________________

Mineral Spirits
Danger! Combustible liquid and vapor. Harmful or fatal if swallowed.
Vapor harmful. Injurious to skin and eyes. Keep containers closed after
each use. Do not store in direct sunlight. Use in a well‐ventilated area.
Keep out of reach of children.

Combustible. Vapors may cause flash fire. Keep away from heat,
sparks, and open flame.

First Aid: If swallowed, do not induce
vomiting. Call your poison control center,
emergency department, or physician
immediately.
Questions
1. If someone swallows mineral spirits, what should you do?

_I should call the poison control center, emergency department, or doctor
immediately.____________________________________________________
2. Name at least three precautions you should take with mineral spirits.
_1. Keep containers closed after each use.
_2. Do not store in direct sunlight.
3. Use in well-ventilated areas.
4. Keep out of reach of kids.

Communicating Health Information
Immunizations

“Health is the prize when you immunize.”

Children need vaccinations at these ages:

• Birth
• 2 months
• 4 months
• 6 months
• 12‐18 months
• 4‐6 years

Get your vaccinations at

• Doctor’s office
• Health Department
• Rural Health Center

Hand Washing
Hand washing is the single most important
act you can do to prevent getting sick and
making others sick. Hand washing is
important for :

• food safety
• disease prevention
• personal health

Wash your hands

• before you eat
• after you use the bathroom
• before, during and after preparing food
• after handling animals or animal waste
• after playing sports
• after changing diapers
• any time your hands are dirty

Use soap and water, scrub, rinse for 20 seconds and dry.


Here are some places to find information about our health.
The Internet
There are lots of resources about health on the internet.
Here are a few good ones!

Medline Plus
www.medlineplus.gov
Health information in English and Spanish from the US National Library of
Medicine and the National Institutes of Health.

Family Doctor
http://familydoctor.org
Health information in English and Spanish from the American Academy of
Family Physicians.

Just for You
http://www.healthfinder.gov/justforyou/
Health information in English and Spanish from the National Health
Information Center, US Department of Health and Human Services.

Cancer Infonet
www.cancerinfonet.org
Cancer information in English and Spanish from the National Cancer
Institute.


American Diabetes Association
http://www.diabetes.org/home.jsp
Diabetes information in English and Spanish from the American Diabetes
Association

The National Women’s Health Information Center
www.4woman.gov
Information on a variety of health topics. Information available in Spanish
and Chinese (limited).

The March of Dimes
www.marchofdimes.com
Information on pregnancy and pre‐pregnancy (preconceptional) health.

Phone

You can call for free to ask for free health information
too. Here are some places to call. Free!

North Carolina Family Health Resource Line 1‐800‐367‐2229 (for North
Carolina Residents only) English and Spanish resources. Available
Monday‐Friday 9am‐7pm. Calls are confidential.

The National Women’s Health Information Center. 1‐800‐994‐9662
Available Monday‐Friday 9am‐6pm, Eastern Standard Time. This is a
national resource.

Local Library
Your local library usually has books and videos on wellness and health
information. The librarian can help you find information.

Your Doctor’s Office
Your health care provider often has pamphlets and sometimes has videos
that you can have or borrow. Ask your provider for more information.

Dictation
Public Service Announcement Dictation

(Extension Activity)
Smoke alarms are the first line of defense against deadly fire. But they
can’t protect us if they don’t work. So test the smoke alarms in your
home today, and test them again every month to make sure they are
working. If your alarm is more than 10 years old, install a new one.
Test your alarm for life.


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An English as a Second Language

Health and Wellness Curriculum

Sandra J. Diehl, MPH

© 2006 Sandra J. Diehl

Sandra J. Diehl, MPH

Advisory Group and Affiliation During Project Development

Laura E. Aponte, MSW

Susan J. Auger, MSW

Monique G. DeUnger, MEd

Joseph Halloran, MPH, RD, LDN

Yvette McMiller, MPH

Merry-K. Moos, RN, FNP, MPH

Patricia A. Payne, CNM, MPH

Patrick K. Pittman, MAEd

Casey K. Wardlaw, MPH, RD

Guadalupe X. Ayala, PhD, MPH

Carrie E. Fesperman, MPH, MRP

Kristin S. Hoeft, MPH

Sally C. Scott, RN, BSN, MPH

James G. Wallace, MPH

Sandy Diehl, MPH

Health Literacy and English as a Second Language

II. Health Content

III. Extension Activities

Collaboration with Health Care Professionals

*CASAS skill level descriptors:

Nutrition Eating well, shopping, and cooking

Lesson 1 You Are What You Eat!

Health Seeking services and finding, reading and interpreting health

Lesson 8 Where Do I Go?

You Are What You Eat!

III. The Food Pyramid and Serving Sizes

Objectives: Students will acquire the skills and ability to:

1. Purchase healthy food at the grocery store.

• EFNEP (Expanded Food and Nutrition Education Program) – Students can be

• March of Dimes – A national non-profit organization dedicated to improving the health

You Are What You Eat!

Stir them with tomatoes

And heat, heat, heat

The Food Pyramid

Fruits (eat 2-4 servings)

Protein (Meat) (eat 2-3 servings)

Fats, Oils, and Sweets (a little)

Milk, Yogurt, and Cheese Group (2-3 servings)

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts Group

Vegetable Group (3-5 servings)

Fruit Group (2-4 servings)

Bread, Cereal, Rice, and Pasta Group (6-11 servings)

Name the 5 food groups. List at least 3 examples of

“Should” means: This is a good idea. This is good advice.

When giving advice, should is followed by the simple form of a verb.

When asking for advice, use the questions,

d Your car does not run b. take my child to the doctor

a Your license expires tomorrow c. eat something

c You’re hungry d. tow my car to the mechanic

f You have gained 15 pounds e. go shopping

e You need new jeans f. exercise more

1. Eat a variety of foods.

2. Choose a diet with lots of grains, fruits, and vegetables.

3. Choose a diet low in fat and cholesterol. You will help prevent a

4. Broil, bake, or boil meat instead of frying. Chicken and turkey

5. Eat beans several times a week. Eat beans instead of meat.

7. Take a multivitamin every day.

Here are more ideas.

Expect TheBest Instructor'SManual

Expect TheBest Instructor'SManual