Teacher ’s G uide

Chapter 3: Medicines

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Chapter 3: M edicines40

Chapter 3: Medicines Teacher’s Guide

Learning Objectives: •Studentswillunderstandthedifferencebetween

over-the-countermedicinesandprescriptionmedicines

•Studentswillknowhowtofindandunderstandsixpieces

ofinformationonaprescriptionlabel

•Studentswillexplainhowtotakemedicinesfromreading

thedirectionsonthelabel

•Studentswillgiveexamplesoffiveimportantquestions

abouttheirmedicinestoasktheirdoctororpharmacist

CASAS Competencies: 3.3.2. Interpretmedicinelabels

3.3.3. Identifythedifferencebetweenprescription,over-the-counter,andgenericmedicines

3.4.1. Interpretproductlabeldirectionsandsafetywarnings

3.1.3. Identifyandutilizeappropriatehealthcareservicesandfacilities,includinginteracting

withproviders

4.9.3. Identifysourcesofinformationandassistance,andaccessresourceswithinasystem

7.4.4. Identifyandutilizeappropriateinformationalresources,includingtheInternet

Section 1: Discussing & Reading About Medicines

Suggestions for Discussing Theme Picture

1.Showthemepicturetointroducetopic. “Whatdoyousee?” “Wherearethey?” “Whataretheydoing?” “Why?”

2. Askquestionstostimulatediscussion. “Whydopeopleusemedicines?” “Whyisitimportanttousemedicinescorrectly?” “Whatdoesapharmacistdo?

Studentsneedtheskillstoreadandunderstandmedicinelabels.Keyissuesinthischapterarehowtoread medicinelabelsandtalkingwithdoctorsandpharmacistsabouthowtotakemedicinescorrectly.Studentsalsoneedthevocabularypracticeandtheconfidencetoasktheirdoctororpharmacistquestionsabouttheirmedicines.

Teacher ’s G uide 41

Suggestions for Teaching Key Vocabulary

Keyvocabularywordsareinboldthroughoutthetext.Readeachvocabularywordhavingstudentsrepeatthemafteryou.Havestudentsconsiderthemeaningofeachword.Havethemlookattheglossaryatthebackoftheirstudentbookfordefinitions.

Suggestions for Teaching the Health Content

•Beforereading,discussthepicturesonthepage. •Havestudentstaketurnsreadingselectparagraphsoutloud. •Discussvocabulary.Havestudentsusecontextcluestodefine keywords.

•Moreadvancedstudentsmaywanttounderlineorhighlight newinformation.

•Askstudentsabouthowmedicinesareusedintheircountry. Forexampleinsomeplacestheytakeantibioticsfor everything,whereasinothercountriestheyuseherbal medicinesandhomeremedies.Thismayelicitadiscussion aboutdifferentculturalbeliefsandpracticesrelatedto medicines.

•Askingstudentswhattheyalreadyknowaboutmedicineswill helpthemintegratewhattheyknowaboutthetopicwiththe newinformationtheyencounter.

Issues to Address

•Explainthattheworddrugsandmedicinesareused interchangeably.Drugstoreandpharmacyarealsoused interchangeably.

•Demonstratehowdifferentspoonsaredifferentsizes.Aspoon fromhomemaybemoreorlessthan“oneteaspoon.”The mostaccuratewaytomeasureliquidsiswithanoralmedicine syringe.Thesyringemeasuresmilliliters(ml),5ml=1teaspoon. Apharmacistwillgivetheseoutforfree,ifasked.

Key Vocabularymedicinesdrugover-the-counter (OTC)drugstorepharmacyprescription (Rx)pharmacisttabletscapsulessyruplabelside effectsexpiration datepatientwarning labelsdoserefillmeasureinteract withgeneric drug

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Chapter 3: M edicines42

•Showstudentshowtoreadthedosagecups,thoselittleplasticcupsthatcomeontopofchildren’scoldandcoughmedicines.Itisveryhardtoreadthe5ml=1tspmarkonthesideofthecup!Sometimespeopledonotevenlookforthewritingbutassumetheyshouldfillthewholecup.

•Onecommonmisunderstandingaboutmedicinesisthatwhenthelabelsays,“takeonepillthreetimesaday”peoplethinktheycantakethreepillsinthemorningandbedonewithit.Studentsneedtounderstandtheconceptoftimespacingandwhentotakethecorrectdoseofmedicinethroughouttheday.

•Warninglabelsoftenuseveryhighlevellanguage,anduseverytinywriting.Readsomerealonesinclassandbringinamagnifier.

•Explainthatgenericbrandsareavailableformanymedicinesandarecheaperthanbrandnamemedicines.ShowstudentsexamplesofOTCmedicinesinbrandnameandgenericversions.Thegenericbrandmedicinescontainthesameactiveingredientsasthewellknownbrandmedicines.Studentcanlookattheingredients listedonthelabelandcompare.

•Discusshowitisthepharmacist’sjobtohelpcustomersunderstandhowtotakemedicinestherightway.Studentsneedtobeabletoaskquestionstomakesuretheyunderstandtheirmedicine.

•PharmacistscanhelpwithOTCmedicinesaswellasprescriptionmedicines.Eventhoughtheyarebehindthatcounter,theywillcomeouttotheshelves,ifasked.Forexample,theycanhelpstudentsfindagoodallergymedicine,therightkindofcoughmedicineforachild,orageneric(cheaper)brandofsomethingyouuse.

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Section 2: Activities Pickanduseasneededtodevelopskills.

Pronunciation Activity: Tap the Stress (X = LOUD tap, x = softer tap)

Teaching Steps: 1. Tap or clap the rhythm of the group being studied.TaploudlyforabigXandsoftlyforasmallx.Forexample,taptherhythmX x likethis:TAP tap, TAP tap, TAP tap.Onceyouhavesettherhythm,havestudentsjoinyouintappingtherhythm.Keeptappingwithoutsayinganythinguntileveryoneistappinginunison:

2. Say each word in time to the tapping.Havestudentscontinuethebeatastheyrepeateachwordinunisonafteryou.Repeateachworduntilstudents’rhythmandpronunciationareacceptable.Donotdrag,keepupthetempo.

X xtablet

capsuledosage

teaspoonlabelliquid

measurewarningdropper

x Xavoidbegin

bymouthsyringeatnoonatnightwithfoodcorrectexact

x X xadoctorcorrectly

directionsexactly

importantinhalantinjection

prescriptionthebottle

X x xdangerous

dosagesmedicine

pharmacistpharmacy

sideeffectstablespoon

vitaminssafetycap

x x X xasdirected

askyourdoctordiabetes

discontinueexpirationforexample

everyeveningeverymorninginformationinteractions

x x x X xantibiotics

antidepressantHowareyoufeeling?HowcanIlearnmore?HowmayIhelpyou?Ihaveabackache.Ihaveaheadache.Ihaveaquestion.

Ineedaprescription.over-the-counter

Chapter 3: M edicines

Teacher:7tablets Class/Individuals:Howmany?

Teacher:onceaweek Class/Individuals:Howoften?

Teacher:$4.15 Class/Individuals:Howmuch?

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GRAMMAR

Grammar Activity: How Much, How Many, How Often

Thisisananswer/questionsactivity.Youstatetheanswerandstudentsgivetheappropriatequestionphrase.

H

ANDS-ON

Hands On Activity: Reading a Medicine Label

Havestudentsbringinover-the-counter(OTC)medicinesfromtheirhomes,orbringin examplesyourself.Havestudentsrefertopage39intheirstudentbookstoidentifythe differentpartsofamedicinelabel.Thenhavethemworkinpairstofindthesame informationontheOTCmedicinebottlesinclass.

MATH

Math Activity: Measuring Liquid Medicines

Havestudentsrefertopage42intheirstudentbooksforthisactivity.

Havestudentslookatthe4waysofmeasuringliquids Askquestionsaboutthevariousdosagetools’scales, suchas:

a) Howmanyteaspoonscantheoralsyringehold?b)Howmanymilliliterscantheoralsyringehold?c) Howmanyteaspoonsequal10milliliters?d)Fillthedropperandask,“Howmuchmedicineisinthe dropper?”e) Howmuchmedicineisinthemedicinespoon?Studentbookpage42

Teacher ’s G uide 45

MATH

Math Activity: What is a Teaspoon?Havestudentsbringinteaspoonsfromhome.Aspoonthatyoueatwithmaybemoreorlessthan“oneteaspoon.”Themostaccuratewaytomeasureliquidsiswithanoralmedicinesyringeordosagecup.Theoralmedicinesyringeanddosingcupmeasuresmilliliters(ml)5ml=1teaspoon.Havestudentsworkingroupswithanoralmedicinesyringeordosagecupandfilltheirspoonswith5mlofliquidtotesthowaccuratetheyare.Apharmacistwillgivetheseoutforfree,ifasked.

MATH

Math Activity: Liquid Equivalencies

Havestudentsstudythetableofliquidamountsandthenwritethecorrectnumberineachblank.Seestudentworksheetattheendofthisteachingunit.

1. 3teaspoons=1tablespoon

2. 15millilitersisthesameas3teaspoons

3. 5milliliters=1teaspoon

4. 10milliliters=2teaspoons

MATH

Math Activity: Match the Words and AbbreviationsHavestudentsdrawalinefromeachwordtoitsabbreviation.Somewordsmayhavemorethan1abbreviation.Seestudenthandoutattheendofthisteachingunit.

Words Abbreviationsteaspoon tablespoon pound liter milliliter ounce

3teaspoons=1tablespoon

5milliliters=1teaspoon

15milliliters=1tablespoon

ml

TBS

OZ

l

lb

L

TSP

tsp

mL

Chapter 3: M edicines46

Internet Activity: Learning More About Medicines

IfyourfacilityhascomputersthatareconnectedtotheInternet,havestudentstrysomeoftheonlineactivities.Havestudentsworkinpairswithmoreexperiencedcomputerusershelpingthosewithlessexperience.Studentscanrefertopage48intheirstudentbookforalistofsuggestedwebsites.

Web Tip: If a Link Doesn’t Work - Backtrack Forexample,ifthislinkdoesnotwork:http://www.reepworld.org/englishpractice/health/medicine/index.htmErasetheendpartandtrythis:http://www.reepworld.org/englishpractice/health/

Onceyougetalinkthatworks,searchfromtherefortheresourceyouwant.

Section 3: Dialog

Suggestions for Teaching the Dialog

Helpstudentsreadthedialog.Thenhavethempracticetherolesinpairs.Tochangethedialog,substituteotherappropriatewordsfortheunderlinedwords.Finally,encouragechaindrillsandfreeconversationsonthetopic.Thedialogsarelistedbydegreeofdifficulty.BeginningESLstudentsmayonlybeabletodoDialog1.Buttheywillbenefitfromlisteningtoclassmatespracticetheothers.

Doctor: Howoftendoyougetaheadache?Patient: Almosteveryday.Doctor: Doyoutakeanymedicineforit?Patient: Someaspirin.Doctor: Doestheaspirinhelpyou?Patient: Yes.

Dialog 1

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Pharmacist: HowmayIhelpyou?Patient: Ineedtofillthisprescription,please.Pharmacist: OK.[Fillsprescription.]Hereyouare.Doyouhaveanyquestions?Patient: Yes. HowdoItakethismedicine?Pharmacist: Take2capsulestwiceaday.Patient: WhenshouldItakethem?Pharmacist: Taketwocapsulesinthemorningandtwointheevening.Patient: OK.Thankyou.

Doctor: Here’syourprescription.Takeittoapharmacytohaveitfilled.Doyouhaveanyquestions?Patient: Yes. HowdoItakethemedicine?Doctor: Withwater,beforeluncheveryday.Patient:Arethereanysideeffects?Doctor:Itmayupsetyourstomachforafewdays.Ifthathappens, callme.Patient: OK.Thankyou.

Section 4: Check Your Learning

Suggestions for Checking Learning

Quiz:Havestudentsreadthelabelandanswerthequestions.Seestudentworksheetattheendofthisteachingunit.

1. Whatkindofmedicineisthis? m OTC(over-the-counter) m prescription m ahomeremedy m alloftheabove

2. Howmuchmedicineisthe persontotake?

m 1 capsule m 2tablets m 3teaspoons m 2tablespoons

Dialog 2

Dialog 3

Chapter 3: M edicines48

3. Howandwhenisthepersontotakethemedicine? m by mouth three times a day m bymoutheveryevening m withaglassofwaterbeforeameal m onceaday

4. Whatistheprescriptionnumber? m 234567 m 55370-0885-08 m 22000187-00 m 431-8586

5. Howmanytimescanthepersonrefillthismedicine? m onetime m twotimes m sixtimes m no times

Sharing with Others: Havingstudentssharewhattheyhavelearnedwithothershelpsthemcheckandreinforcetheirlearning.Forexample,havestudentsgowithafriendorrelativetothepharmacytohelpthemaskthepharmacistquestions.Ortheycanhelpafriendorrelativedevelopavisualchartshowingexactlyhowtotaketheirmedicinecorrectly.SeeEXAMPLEfrompage43inthestudentbook.

How to Take Your Medicine CorrectlyHow Often When to take itEverysixhours Every6hours

Takethemedicineevery 6hours. Example: 6 AM and 12 noon and 6 PM and 12 midnight

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Section 5: Additional Resources

Visitthesewebsitesformoreinformationonmedicines.

Information Use Medicine Safelyhttp://www.fda.gov/opacom/lowlit/medsafe.pdfHow to Give Medicine to Childrenhttp://www.fda.gov/opacom/lowlit/medchld_brochure.pdfSafe Use of Medicines for Older Adultshttp://www.niapublications.org/tipsheets/pdf/Safe_Use_of_Medicines.pdfMedicines and Older Adultshttp://www.fda.gov/opacom/lowlit/medold.htmlYour Medicine: Play It Safe.http://www.ahrq.gov/consumer/safemeds/safemeds.htmHerbal Products Plus Prescription Medications: Dangerous Combinations http://www.poisoncentertampa.org/informational/herbs.htmlConsumer Education: Ensuring Safe Use of Medicinehttp://www.fda.gov/Cder/consumerinfo/ensuring_safe_use_all_resources.htmMedline Plus: Drugs, Supplements and Herbal Informationhttp://www.nlm.nih.gov/medlineplus/druginformation.html

ActivitiesLaRue Medical Literacy Exercises http://www.mcedservices.com/medex/medex.htmTaking Medicines Responsibly http://www.tv411.org/lessons/cfm/learning.cfm?str=learning&num=12&act=1REEP’s English Practice Homepage http://www.reepworld.org/englishpractice/index.htmMedicine Vocabulary Practicehttp://www.reepworld.org/englishpractice/health/medicine/index.htm

Free or Low Cost Services Florida Discount Drug Card (helps pay for prescription drugs)http://www.floridadiscountdrugcard.comorcall1-866-341-8894

Chapter 3: M edicines50

Asyouworkthroughthetopicofmedicineswithyourstudents,keepalistofotherresourcesyoufindhelpful.

OtherResources

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Teacher ’s G uide

Section 6:

Student Worksheets

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Chapter 3: M edicines

Student Worksheet: How to Use Medicines

Liquid Equivalencies

Study the table of liquid amounts and then write the correct number in each blank.

1. teaspoons=1tablespoon

2. 15millilitersisthesameas teaspoons

3. 5milliliters= teaspoon

4. milliliters=2teaspoons

Match the Words and Abbreviations

Draw a line from each word to its abbreviation. Some words may have more than 1 abbreviation.

3teaspoons=1tablespoon

5milliliters=1teaspoon

15milliliters=1tablespoon

Words Abbreviationsteaspoon tablespoon pound liter milliliter ounce

ml

TBS

OZ

l

lb

L

TSP

tsp

mL

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Teacher ’s G uide

Student Worksheet: Check Your Learning

Read the label and answer the questions.

1. What kind of medicine is this? m OTC(over-the-counter) m prescription m ahomeremedy m alloftheabove

2. How much medicine is the person to take?

m 1capsule m 2tablets m 3teaspoons m 2tablespoons

3. How and when is the person to take the medicine? m bymouththreetimesaday m bymoutheveryevening m withaglassofwaterbeforeameal m onceaday

4. What is the prescription number? m 234567 m 55370-0885-08 m 22000187-00 m 431-8586

5. How many times can the person refill this medicine? m onetime m twotimes m sixtimes m notimes

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Chapter 3: M edicines54