First Aid Squad
Title: First Aid Squad
Topic: Basic Questions
Focus Age Group: 15 to 18 years
National Standards Goals:
Communication Cultures Connections Comparisons Communities
Interpretive Interpersonal Presentational
NJ Cumulative Progress Indicators:
- 7.1.5 Provide and obtain information on familiar topics
- 7.1.8 Create and respond to simple phrases, questions, sentences
Timeframe: One forty-five minute class period
Description of Task:
Select one of the following scenarios. You will have approximately five minutes to plan your role. You may use an index card to jot down the sequence of questions, in English, and/or one or two key vocabulary words you may need in Spanish. Do not write out complete questions in Spanish. These presentations may be tape recorded.
- You are a member of your local First Aid Squad and are on the scene of an accident. A Mexican migrant worker was riding his bicycle along the side of the highway when he was hit by a car. You are the only member of the squad who knows any Spanish, and you must ask all the questions. Be sure to find out the victim's name, age and address. Ask if he is in any pain and where the pain is. Also ask if he lost consciousness. Explain that he will be transported to the hospital for further evaluation.
- As a volunteer in the emergency room of the local hospital, you find that you are the only one who speaks Spanish. The triage nurse asks for your help in interviewing a new Mexican patient. You must find out the patient's name, address, phone number, social security number and employer. You must also ask the reason the patient has come to the emergency room and determine if the patient has any allergies or past medical history related to today's problem.
Materials Needed: Tape recorder and situation cards
After giving students approximately five minutes to select their scenario, have them put the task aside while presentations begin so that some students to not have extra planning time. If you want to have all students listen to the presentations, consider providing each student with a listening checklist. As information is presented, they are to note it on the form.
If students are more reticent, you may wish to have the class work on another written assignment in order to keep them engaged as students are making individual presentations to the teacher.
The teacher may wish to record each presentation so that students may replay it after receiving their assessment.
These scenarios may be expanded and developed into role play situations with one student becoming the patient.
- Asks all required questions correctly and adds additional appropriate questions
- Pronunciation does not interfere with communication
- Asks required questions with little amplification
- Pronunciation may interfere with communication
||Does Not Meet Expectations
- Omits some required questions
- Pronunciation interferes with communication
Howell High School
405 Squankum-Yellowbrook Road
Farmingdale, NJ 07727