|
Problem in the Emergency Room
Title: Problem in the Emergency Room
Topic: Health
Level: Intermediate
Focus Age Group: 15 to 18 years
National Standards Goals:
Communication Cultures Connections Comparisons Communities
Communicative Mode:
Interpersonal Interpretive Presentational
NJ Cumulative Progress Indicators:
- 7.1.9 Describe people, places, things, and events with some details
- 7.1.11 Interact with appropriate responses in limited social settings and basic situations
- 7.1.12 Express details of their everyday lives and of past experiences
- 7.1.14 Organize thoughts into coherent oral speech
- 7.1.18 Respond to statements and initiate and sustain conversations with increasing linguistic accuracy
Time Frame: Two fifty-minute periods
Description of Task:
As a member of the Spanish Club, you are on a ten-day trip in Spain. You and your friends are visiting the sights of Madrid when you have an accident. You are now in the emergency room and must describe the accident and your injuries to the nurse and the doctor. Divide into groups of three and role play the scenario.
Patient - Describe the accident and the injuries you suffered. Respond to the questions from the nurse and the doctor.
Nurse - Ask the patient questions to gain the personal information necessary to fill-out the emergency room form. Respond to the questions from the doctor regarding the patient.
Doctor - Ask the nurse questions to gain information about the patient's medical history and injuries. Discuss the accident with the patient, diagnose his/her ailment, and provide a remedy.
Each student is responsible for opening and closing the conversation with an appropriate greeting and closing.
| Materials Needed: |
Personal Information Form
Student Data Form
Paso a paso 2, Chapter 9, page 49
Scott, Foresman and Company, 1996
|
Teacher Notes:
On the first day of the activity, students should practice the scenario. On the next day, students should perform their scenarios for the class. For a listening activity, students who are not performing the scenarios should fill-in a chart with the name of the student, the ailment/injury, and the remedy. This role play scenario may need more presentation time depending on the number of students in the class.
Scoring Criteria:
| Task Completion |
| 3 |
Completion of the task; content appropriate; ideas adequately developed and well organized |
| 2 |
Partial completion of the task; content mostly appropriate; ideas are undeveloped |
| 1 |
Minimal attempt to complete task and/or frequently inappropriate |
| Comprehensibility of Oral Expression |
| 3 |
Task readily comprehensible with few accuracy errors |
| 2 |
Task mostly comprehensible with some accuracy errors |
| 1 |
Task barely comprehensible with many accuracy errors |
| Vocabulary Usage |
| 3 |
Rich use of vocabulary with frequent attempts at elaboration |
| 2 |
Accurate use of vocabulary related to topic |
| 1 |
Inadequate and/or inaccurate use of vocabulary |
Lisa Rebimbas
Scotch Plains-Fanwood High School
Westfield Road
Scotch Plains, NJ 07080
908.889.8600
La Sala de Emergencia
For each skit fill in the chart with the appropriate information.
| Nombre de persona |
Problema |
Remedio |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 
Lesson plans and assessments contributed by Central Jersey World Languages Professional Development Institute 2000.
