HEALTHCARE ENGLISH • LESSON 01 • 30 MINUTES
At the Reception Desk
Today I can: register for a clinic visit and provide personal details.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “At the Reception Desk”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AGood morning. I have a clinic visit at ten.
BPlease complete this patient form.
AMay I also see your insurance card?
BCertainly. Where is the waiting area?
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AGood morning. I have a clinic visit at ten.
BPlease complete this .
AMay I also see your insurance card?
BCertainly. Where is the ?
PART B
Teacher reads B • Student completes and speaks A
A morning. I have a clinic visit at ten.
BPlease complete this patient form.
AMay I also see your ?
BCertainly. Where is the waiting area?
5EASY ENGLISH
Easy ruleUse “I have…” to state a booking and “May I…?” to ask politely.
Model: I have a clinic visit at ten.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
I have a clinic visit at ten.
7ROLE-PLAY
STUDENT AYou are the receptionist. Request the required details.
STUDENT BYou are the patient. Register and ask where to wait.
HEALTHCARE ENGLISH • LESSON 02 • 30 MINUTES
Describing Symptoms
Today I can: describe common symptoms clearly.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Describing Symptoms”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWhat symptoms are you having?
BI have a sore throat and some dizziness.
ADo you also feel nausea?
BA little, and I noticed a skin rash.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWhat symptoms are you having?
BI have a and some dizziness.
ADo you also feel nausea?
BA little, and I noticed a .
PART B
Teacher reads B • Student completes and speaks A
A symptoms are you having?
BI have a sore throat and some dizziness.
ADo you also feel ?
BA little, and I noticed a skin rash.
5EASY ENGLISH
Easy ruleUse “I have…” for a symptom and “I feel…” for a condition.
Model: I have a sore throat and I feel dizzy.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
I have a sore throat and I feel dizzy.
7ROLE-PLAY
STUDENT AYou are the nurse. Ask about symptoms.
STUDENT BYou are the patient. Describe two symptoms and when they began.
HEALTHCARE ENGLISH • LESSON 03 • 30 MINUTES
Explaining Pain
Today I can: explain where pain is and what it feels like.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Explaining Pain”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWhere does it hurt?
BI have a sharp pain in my shoulder.
AIs it constant or does it come and go?
BIt comes and goes, and it is six on the pain scale.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWhere does it hurt?
BI have a in my shoulder.
AIs it constant or does it come and go?
BIt comes and goes, and it is six on the .
PART B
Teacher reads B • Student completes and speaks A
A does it hurt?
BI have a sharp pain in my shoulder.
A it constant or does it come and go?
BIt comes and goes, and it is six on the pain scale.
5EASY ENGLISH
Easy ruleDescribe pain with an adjective and rate it from zero to ten.
Model: It is a dull ache, about four out of ten.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
It is a dull ache, about four out of ten.
7ROLE-PLAY
STUDENT AYou are the clinician. Ask about location, type, and intensity.
STUDENT BYou are the patient. Explain the pain precisely.
HEALTHCARE ENGLISH • LESSON 04 • 30 MINUTES
At the Pharmacy
Today I can: understand medicine instructions at a pharmacy.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “At the Pharmacy”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AI am here to collect this prescription.
BThe dosage is one tablet every eight hours.
AAre there any side effects?
BYou may feel sleepy. Call us when you need a refill.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AI am here to collect this prescription.
BThe is one tablet every eight hours.
AAre there any side effects?
B may feel sleepy. Call us when you need a refill.
PART B
Teacher reads B • Student completes and speaks A
AI am here to collect this .
BThe dosage is one tablet every eight hours.
AAre there any s?
BYou may feel sleepy. Call us when you need a refill.
5EASY ENGLISH
Easy ruleUse “How often should I…?” to check medicine instructions.
Model: How often should I take this tablet?
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
How often should I take this tablet?
7ROLE-PLAY
STUDENT AYou are the pharmacist. Explain dosage and side effects.
STUDENT BYou are the customer. Check how to use the medicine.
HEALTHCARE ENGLISH • LESSON 05 • 30 MINUTES
Medical History
Today I can: answer questions about medical history.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Medical History”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
ADo you have any chronic conditions?
BNo, but I had previous surgery five years ago.
AIs there anything important in your family history?
BYes. It is written in my medical record.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
ADo you have any chronic conditions?
BNo, but I had five years ago.
AIs there anything important in your family history?
BYes. It is written in my .
PART B
Teacher reads B • Student completes and speaks A
ADo you have any s?
BNo, but I had previous surgery five years ago.
AIs there anything important in your ?
BYes. It is written in my medical record.
5EASY ENGLISH
Easy ruleUse the present for current conditions and the past for earlier treatment.
Model: I had surgery five years ago, but I take no regular medicine.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
I had surgery five years ago, but I take no regular medicine.
7ROLE-PLAY
STUDENT AYou are the clinician. Review the patient’s history.
STUDENT BYou are the patient. Explain relevant past and current information.
HEALTHCARE ENGLISH • LESSON 06 • 30 MINUTES
Tests and Results
Today I can: follow instructions for common medical tests.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Tests and Results”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AFirst, I will check your blood pressure.
BDo I also need an X-ray scan?
AYes, and the laboratory needs a urine sample.
BWhen will the test result be ready?
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AFirst, I will check your blood pressure.
BDo I also need an ?
AYes, and the laboratory needs a urine sample.
BWhen will the be ready?
PART B
Teacher reads B • Student completes and speaks A
AFirst, I will check your .
BDo I also need an X-ray scan?
AYes, and the laboratory needs a .
BWhen will the test result be ready?
5EASY ENGLISH
Easy ruleUse “need to” for required tests and “will” for expected results.
Model: You need to provide a sample before the scan.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
You need to provide a sample before the scan.
7ROLE-PLAY
STUDENT AYou are the technician. Explain each test step.
STUDENT BYou are the patient. Confirm what happens and when results arrive.
HEALTHCARE ENGLISH • LESSON 07 • 30 MINUTES
Medicine Instructions
Today I can: follow detailed instructions for taking medicine.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Medicine Instructions”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
ATake this medicine twice daily with food.
BShould I take the other one before bedtime?
AYes, and avoid driving if you feel sleepy.
BUnderstood. I will complete the treatment.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
ATake this medicine twice daily with food.
BShould I take the other one ?
AYes, and avoid driving if you feel sleepy.
BUnderstood. I will .
PART B
Teacher reads B • Student completes and speaks A
ATake this medicine with food.
BShould I take the other one before bedtime?
AYes, and if you feel sleepy.
BUnderstood. I will complete the treatment.
5EASY ENGLISH
Easy ruleUse imperatives for instructions and “should” to confirm them.
Model: Take one capsule with food twice daily.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
Take one capsule with food twice daily.
7ROLE-PLAY
STUDENT AYou are the pharmacist. Give clear medicine instructions.
STUDENT BYou are the patient. Repeat the instructions to confirm them.
HEALTHCARE ENGLISH • LESSON 08 • 30 MINUTES
At the Dentist
Today I can: describe a dental problem and understand treatment.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “At the Dentist”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWhat brings you in today?
BI have tooth sensitivity and sore gums.
AI can see a cavity that needs a dental filling.
BHow often should I come for a dental checkup?
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWhat brings you in today?
BI have and sore gums.
AI can see a cavity that needs a dental filling.
BHow often should I come for a ?
PART B
Teacher reads B • Student completes and speaks A
A brings you in today?
BI have tooth sensitivity and sore gums.
AI can see a that needs a dental filling.
BHow often should I come for a dental checkup?
5EASY ENGLISH
Easy ruleUse “It hurts when…” to explain what triggers dental pain.
Model: It hurts when I drink something cold.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
It hurts when I drink something cold.
7ROLE-PLAY
STUDENT AYou are the dentist. Ask questions and explain treatment.
STUDENT BYou are the patient. Describe the problem and ask about care.
HEALTHCARE ENGLISH • LESSON 09 • 30 MINUTES
Urgent Care
Today I can: communicate essential information in an urgent situation.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Urgent Care”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWe need urgent care. Someone is unconscious.
BIs the person breathing?
AThey are short of breath, but I can check a pulse.
BA paramedic is on the way. Bring the first-aid kit.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWe need urgent care. Someone is unconscious.
B the person breathing?
AThey are short of breath, but I can check a pulse.
BA is on the way. Bring the first-aid kit.
PART B
Teacher reads B • Student completes and speaks A
AWe need . Someone is unconscious.
BIs the person breathing?
AThey are , but I can check a pulse.
BA paramedic is on the way. Bring the first-aid kit.
5EASY ENGLISH
Easy ruleGive short, direct facts and follow emergency instructions immediately.
Model: The person is conscious but short of breath.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
The person is conscious but short of breath.
7ROLE-PLAY
STUDENT AYou are the emergency operator. Ask concise questions.
STUDENT BYou are the caller. Report the situation and follow directions.
HEALTHCARE ENGLISH • LESSON 10 • 30 MINUTES
Follow-up Care
Today I can: discuss recovery and follow-up care.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Follow-up Care”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AYour recovery period should be about two weeks.
BWhen is my follow-up visit?
ANext Thursday. Continue wound care and physical therapy.
BWhat warning sign should make me call sooner?
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AYour recovery period should be about two weeks.
BWhen is my ?
ANext Thursday. Continue wound care and physical therapy.
BWhat should make me call sooner?
PART B
Teacher reads B • Student completes and speaks A
AYour should be about two weeks.
BWhen is my follow-up visit?
ANext Thursday. Continue and physical therapy.
BWhat warning sign should make me call sooner?
5EASY ENGLISH
Easy ruleUse “continue,” “stop,” and “return” to discuss the next stage of care.
Model: Continue wound care until your follow-up visit.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
Continue wound care until your follow-up visit.
7ROLE-PLAY
STUDENT AYou are the clinician. Explain the recovery plan.
STUDENT BYou are the patient. Confirm activities and warning signs.