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By the end of Week 1, students will:
- Identify and describe common emergency situations in English
- Learn emergency numbers and key phrases
- Practice making emergency calls
- Understand basic first aid terminology

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Interactive vocabulary session using digital flashcards:
- Emergency numbers (911, local numbers)
- Types of emergencies
- Body parts and injuries
- Basic symptoms

- Their location/address

Students could create their own bilingual digital flashcards using Quizlet.

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In this activity, students work in pairs to mock emergency calls. Their partners will provide feedback on clarity and accuracy of communication.

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How to make an emergency call in English

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Students will be asked to create a collaborative digital first aid guide with basic instructions in English and native languages. Students can work collaboratively using Padlet or other online collaborative platforms.

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By the end of Week 2, students will:
- Schedule medical appointments by phone
- Describe symptoms and medical history
- Understand doctor's instructions
- Complete medical forms

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In this activity, students will complete an online medical form in English, which includes insurance information, medical history, current symptoms, etc.

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In this role-play activity students practice booking appointments over the phone. Students will work in groups and take turns to act as the clinic receptionist, and another as the patient, while others take notes and provide feedback.

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A: I need to make an appointment to see the doctor.

B: What seems to be the problem?

A: I have a rash that I need a doctor to look at.

B: Do you have a fever with that rash?

A: No, it just itches a lot.

B: I have openings on Tuesday or Wednesday. Which would be best for you?

A: I need an appointment on Tuesday.

B: Fine, I am putting you down for 9:00 on that day. Would you like to see Dr. Smith or Dr. Jones?

A: I would like to see Dr. Jones.

B: I can schedule you with him with no problem. We look forward to seeing you.

A: Good morning, I would like to make a doctor's appointment.

B: Can you describe your health concern?

A: I have been having skin problems that aren't going away.

B: Are you in any pain?

A: No. Except for the rash, I feel fine.

B: Would Tuesday or Wednesday be best for you?

A: I would like to come in on Tuesday.

B: I will write you in for that day at 4:00. You can see either Dr. Smith or Dr. Jones.

A: I would like to see Dr. Smith.

B: I will write you in on that doctor's schedule. See you then.

A: I need to come in and see the doctor.

B: Are you scheduling a check-up, or are you ill?

A: I have really itchy skin and think I may have to have it looked at.

B: Have you been feeling any joint aches with that rash?

A: No, but I have a low fever.

B: I have times available for Tuesday or Wednesday. Which one would work best for you?

A: I want to come in on Wednesday.

B: I can fit you in on that day at 10:00. Dr. Smith or Dr. Jones is available.

A: I would prefer Dr. Smith.

B: You can see the doctor of your choice then, and we will see you at your scheduled appointment time.

Practice the Conversations of This Topic with Mike

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Conversation: 16. Making a Doctor’s Appointment

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In this activity, students will practice to describe common symptoms and illnesses in English with the help of digital tools.

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At the Doctor | Health | How to Describe your Symptoms in English

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By the end of Week 3, students will:
- Read and understand medication labels
- Communicate with pharmacists
- Understand dosage instructions
- Know common medicine types

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This is an interactive activity analyzing different medicine labels. Working in pairs or small groups, students will use digital tools like Quizlet to create multilingual flashcards that include common medical terms and phrases (e.g., “Take with food,” “Do not exceed 3 tablets in 12 hours”). The flashcards will serve as a shared class resource and help reinforce vocabulary through peer interactions.

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As in the video, students will work in pairs or groups to mock dialogues of common pharmacy situations.

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English Conversation at the Pharmacy 🧑🏻‍⚕️

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In this activity, students will collaboratively create a digital medicine dictionary with common medications, their own uses, and important warnings in English, as well as their own languages.

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Find out how your medicine works, how and when to take it, possible side effects and answers to your common questions.

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By the end of Week 4, students will:
- Navigate public health websites
- Understand basic health insurance terms
- Access community health resources
- Find reliable health information online

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In this activity, students will be provided with a list of health-related websites (e.g., Ottawa public health, WebMD, Healthline). They will compare the sources on the same health topic, such as flu symptoms or vaccine information. Students will then summarize which source they would recommend to others and why, the aim of this activity is to reinforce both digital literacy and critical thinking about online health information.

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In this section, students will be introduced to health insurance terminology and basic concepts. Using online collaborating platforms such as Padlet, they will create digital glossary of insurance terms.

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In this assessment, students will complete a virtual medical visit simulation with teachers or peers. Students will demonstrate ability to describe symptoms and understand doctor's instructions on their own (or with translation tools).

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In this assessment, students will complete a digital quiz on medication labels and demonstrate ability to explain dosage instructions in English (with the help of translation tools if needed).

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Students maintain a digital health vocabulary journal, adding new terms and their translations each week.

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American Medical Terminology Free Exercises - InterActive Medical Terminology

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Free interactive exercises using American spelling. Includes anatomy, dictation, spelling, flashcards and CMA (AAMA) style revision assessments.

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Links to recommended health literacy apps, websites, and learning resources in multiple languages will be provided at the end of this course.

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Health Resources in Many Languages | McGill University Health Centre Libraries

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In this section, students will learn how to effectively use digital translation tools to support communication in health-related situations. They will be introduced to commonly used tools such as Google Translate, which offers real-time text, voice, and image translation in multiple languages. And Otter AI, a user-friendly live voice translation app designed for everyday interaction, this app also allows users to record conversations for future reference. Also, Microsoft Translator, which allows for live multi-person conversations across languages.

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This mini-course is designed for ESL learners who want to build confidence and develop necessary skills in using English in real-life health-related situations. Through practical, scenario-based lessons, students will learn essential vocabulary, listening and speaking skills, and digital literacy strategies to help them communicate effectively in emergency situations, doctor visits, pharmacy interactions, and when accessing public health services online.

This course supports learners through visual aids, translation tools, and peer interaction to develop both language and digital skills for real-world health communication.

By the end of the course, students will be able to:

Identify and respond to common emergency situations using appropriate English vocabulary

Schedule and prepare for medical appointments, describe symptoms and understand doctors’ instructions

Understand medication labels and communicate with pharmacists about dosage and warnings

Navigate online health resources, understand insurance-related terms, and access community healthcare support using English