“Fish Oil/Piss Oil & Folic Acid/Pollack Acid, Clarifying Mispronunciations and Misunderstandings in Healthcare Dialogues,” was written by Norma Landa Flores, M.A. Speech Communication & Mainstream American Dialect, for teacherspayteachers.com. This Dialogue meets Common Core Curriculum standards as it serves as an Oral Communication Lesson, Pronunciation Lesson, provides Healthcare Situation Questions for Discussion of Healthcare Values and Competency-Based Criteria & Speaking Proficiency Assessment forms. This PDF digital download lesson is suitable for students in grades 11-12 & Adult ESL.
The 10 page Healthcare Oral Communication Dialogue & Pronunciation Improvement Lesson is presented as follows: Page 2 features the dialogue clarifying healthcare misunderstandings of, “Piss Oil/ Fish Oil, Pollack Acid, Folic Acid, and Parmacist, Pharmacist.” It also includes specific instructions of how to articulate & contrast 4 Consonant sounds: [ f ] Fish Oil, Folic Acid, Pharmacy [ p ] Piss Oil, Pollack Acid, Parmacy [ ʃ ] Fish Oil,
[ s ] Piss Oil.
Page 3 is the Multiple Choice Questions for Discussion, Including Healthcare Values, part featuring questions about the content of the Healthcare Dialogue on page 2. Students are given an opportunity to discuss their choice with a partner & explain why it was an appropriate answer, given the dialogue’s healthcare situation & purpose of saving lives, without any confusion.
Page 4 is the Articulation Assessment page containing six sentences stressing the four consonants in the lesson. Students meet in dyads to assess each other’s appropriate pronunciation and score themselves from Excellent to Dangerous communication skills observed. Page 5 is the Assessment of Communication Competence and English Speaking Skills, ACCESS, which rates the speaker’s use of eye contact, audibility, pronunciation, articulation of word endings, syllable emphasis and communication of message function and intention.
Page 6 is the Communication Competency Articulation Assessment Standards chart describing levels of proficiency and how they affect clear communication. If the speaker rates Risky, Poor, or Dangerous it is suggested that the lesson be repeated and re-assessed until achieving at least a rating of Good.
Pages 7-10 The Appendix, offers suggestions for the Teacher/Facilitator/English Speaking Co-Worker or Tutor & Pronunciation Role Model of this lesson.
The colorful, medical setting illustrations make this lesson come alive. Students will feel the spirit of collaboration for a clear, life saving cause, as they read the dialogue and discuss the answers. Make Discharge Nurse duties more than just a day to send the patient home. Make sure the patient understands which specific medicines to use, when, how and why! Remember, the hospital staff is supposed to make patients well, not make them confused with inappropriate pronunciation of vital medical terms!