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Discussing Health Conditions: Describing the Human Body
(Explaining the Normal Process)
Unit 24ASL III
Discussing Health Conditions
In everyday conversations, you may find yourselves in situations where you need to explain complex ideas in ASL.
This unit on health introduces you to language skills that will help you organize and discuss complex topics.
Discussing Health Conditions
This unit will prepare you to take complex information written on a particular illness, identify the important points to cover, organize the information into three areas; symptoms, causes, and treatments, and make a concise 5-minute presentation.
The Human BodyBODYHEADHANDSNECKSHOULDERELBOWSKIN
fs-ARMfs-LEGfs-FEETfs-BUTTfs-HAIRfs-KNEE
The Face - for-for? FACE
(2h) BPCL:X “facial expressions” or BLANK-FACE
EYESSEE, LOOK-AT(2h) BPSASS:F “eyes
moving around” or (2h)BPSASS:G“squinted eyes blinking”
EARSHEAR
CHINnone
LIPS or MOUTH
KISS, SPEAK, EAT, YELL
BPCL:O->C “opening mouth,” or [(wh)B”object”/ (2h)BPCL:C->O“biting” or (2h)BPCL:S “nostrils expanding or contracting”
NOSE
SMELL, BREATHE-IN, BREATHE-OUT
(2h)BPCL:S “nostrils expanding or contracting”
Using Neutral Space to Describe Parts of the Body
When discussing parts of the body that are internal (unseen) or away from the signing space (heart, feet, back etc.), first give the sign, then describe the shape, its behavior, and function in neutral space. Here’s an example of how to describe the heart:
Using Neutral Space to Describe Parts of the Body
1.noun (name of)
2.descriptiona.shapeb.behaviorc.function
The Digestive System ● TEETH
function - CHEW, [(wh)B“object” / BPCL:C->O“BITING”]
● fs-TONGUE or TONGUEbehavior - BPCL:H“tongue sticking out,
licking, pull food back to swallow”
● THROATshape - DCL“throat”function - SWALLOW, (2h)LCL:C-
>S“pushes food down into stomach”
● STOMACHshape (neutral space) - DCL“shape of
stomach”function - CHEW“food,” THROW-OUT TO
fs-INTESTINES
● fs-INTESTINESshape (neutral space) -
(2h)DCL:F“intestines” function - SQUEEZE++, CHEW, PUSH”bit
by bit”
break this video into 2 for this and next slide
The Digestive System ● fs-LIVER
shape (neutral space) - DCL“liver”function - CLEAN++ DIRT, fs-DRUGS, POISON
REMOVE++, MAKE fs-BILE
● fs-APP (appendix)shape (neutral space) - (2h)DCL:G“appendix”
● fs-BLADDER (or TOILET)shape (neutral space) - DCL“bladder shaped
like a sphere”function - TOILET, HOLD-cont READY, GO-
OUT“down”
● fs-KIDNEYshape (neutral space) - DCL“kidney”function - CLEAN++. BLOOD HAVE WATER
INSIDE, REMOVE++
● fs-RECTUMshape (neutral space) - (2h)DCL:F “shape of
rectum”function - fs-BM(bowel movement) GO-
OUT“down”
break this video into 2 for this and previous slide
The Circulatory System ● HEART
shape (neutral space) - DCL“shape of heart with arteries going out of it”
function - PUSH++ RED+BLOOD ECL“flow down” TO BODY
behavior - DCL“heart pumping” or [(wh)LCL:B“rib cage” / LCL:S “heart beating”]
● RED+BLOOD or fs-BLOODshape (neutral space) -DCL“blood cell”function - OXYGEN BRING++ TO BODY POSS NEED,
FINISH, fs-CO2 BRING TO HEARTbehavior - ECL:1 “route of blood flow” or ECL:5
“blood flowing”Note: Be sure to distinguish the movement of the sign for RED+BLOOD from that used for BLEEDING which is repeated.
● fs-ARTERYshape (neutral space) - DCL:tight-F“artery”function - BLOOD, BRING TO fs-CAPILLARY (helps
blood flow from heart to capillaries)● fs-VEIN
shape (neutral space) - DCL:tight-F“vein”function - BLOOD, #BACK HEART (helps blood flow
from capillaries back to heart)
The Respiratory System ● NOSE
function - BREATHE-IN, BREATHE-OUT
● MOUTHfunction - BREATHE-IN,
BREATHE-OUT
● LUNGSbehavior - (2h)BPCL:5“two
lungs expanding and contracting”
The Skeletal System● fs-BONE or BONE
shape (neutral space) - DCL“bone”function - SUPPORT BODY, KEEP
STRAIGHT“top to bottom”
● fs-RIBSshape - (2h)BPCL:4“ribs”function - PROTECT LUNGS
● fs-SPINEshape (neutral space) - DCL“spine”function - PROTECT fs-SPINAL-CORD,
HELP BODY MOVE“around” behavior (neutral space) -
(2h)LCL:S“spinal bones flexing”
● fs-JOINTSfunction - HELP MOVE“around”behavior (neutral space) -
(2h)LCL:S“joints flexing”
The Muscular/Nervous System ● BRAIN
shape (neutral space) - DCL“shape of brain” (oval, 2 halves, ridges)
function - (2h)alt.ORDER, INFORM++TO BODY (sends signals to body parts)
● fs-NERVEshape (neutral space) -
DCL“nerve cell”function - BRAIN(left side),
BODY(right side) DELIVER“back and forth” (relays messages from brain to parts of body)
● fs-MUSCLEshape - DCL“muscle”function - HELP MOVE fs-BONES
#OR HELP fs-ORGANS WORK (makes bones move or organs function)
The Reproductive System ● fs-UTERUS
shape (neutral space) - DCL “uterus”function - WHERE BABY GROW
● fs-CERVIXshape (neutral space) - DCL “cervix”function - BABY HEAD [(wh)LCL:C
“cervix” /BPCL:S “head comes out of cervix”]
● fs-FALLOPIAN-TUBESshape - (2h)DCL:F“tubes from uterus to
ovaries”function - BRING“down” EGG TO fs-
UTERUS
● fs-OVARYshape (neutral space) -
(2h)DCL:F“ovaries”function - MAKE EGG
● EGGbehavior (neutral space) - DCL:F“egg
descending through uterus”
The Reproductive System ●PENIS
shape (neutral space) - BPSASS“penis”
behavior - BPCL:1“becoming erect”
●fs-TESTICLE shape (neutral space) -
(2h)DCL:claw“testicles”function - MAKE fs-
SPERM
●fs-SPERMbehavior - EJACULATE;
LCL:Xwg“swimming”
Common Health Issues ● STY
● SPRAIN
● HICCUPS
● CUT OR SCRAPE
● COUGH
● BAD BREATH
● DIAPER RASH
● HEADACHE
● PIMPLE
● COMMON COLD
The Medicine Cabinet - Remedies
Items What they’re used for
● BANDAGE - ICL “stick on”
● fs-ASPIRIN - REDUCE PAIN, HEADACHE
● fs-ACE WRAP-AROUND - WRAP-AROUND-arm
● THERMOMETER - CHECK TEMPERATURE
● fs-CORTISONE-CREAM - ICL “rub on arm” REDUCE fs-RASH
● fs-IODINE - LCL:1 “cut on hand”++, PREVENT
INFECTION
The Medicine Cabinet - Remedies
Items What they’re used for
fs-CHAP-STICK - KEEP LIPS SOFT,
PREVENT DRY
fs-NEOSPORIN - fs-BURN, HELP REDUCE
COUGH MEDICINE - REDUCE COUGH
fs-BAKING-SODA - HELP REDUCE INDIGESTION,
(or) USE BRUSH-TEETH
RUB fs-ALCOHOL - fs-GERMS
CLEAN++
fs-PEROXIDE - LCL:1 “cut on hand” CLEAN++,
PREVENT INFECTION
Explaining the Normal Process
In order to develop a presentation describing the normal process of a body part or system, you will follow the following steps:
Step 1 - Introduce the Topic by Using a Rhetorical QuestionStep 2 - Tell How the Process BeginsStep 3 - Explain the ProcessStep 4 - Tell How the Process EndsStep 5 - Close with a Comment
“How One Breathes”Questions and Answers:1. For which parts of the
breathing process did Marlon use role shift?
air in lungs
blood next to air sacs and throughout body via heart, also during the exchange made at the capillaries
heart pumping
body parts (cells, brain, stomach, muscle, etc.) exchanging carbon dioxide for oxygen
Read the questions and answers on the following pages and then watch “How One Breathes,” by Marlon Kuntze.
Analyze the presentation about the respiratory process and practice retelling the information.
“How One Breathes”Questions and Answers:
2. How does the respiratory system work? List the process Marlon described.
breathe inair goes through bronchial tubes into
lungs into air sacsblood connected to air sacs takes
oxygen from sacsblood brings oxygen to heartheart pumps oxygenated blood
through arteries to capillaries where oxygen is exchanged for carbon dioxide
blood carries carbon dioxide through veins back to heart
heart pumps it back to air sacscarbon dioxide goes through lungs
and then out of mouth
3. What analogy did Marlon use for the lungs? Why do you think it was used?
trees placed upside down, to help visualize the lungs and how the parts function
4. How did Marlon begin and end his presentation?
a. Begin: began by saying he will be talking about something then he posed a rhetorical question “what,” then added “BREATHING”
b. End: ended by saying “That’s what happens every second. Amazing, isn’t
it?”
“How One Breathes”Questions and Answers:
5. How did Marlon handle the following terminology?
“breathe” - used three different forms; BREATHING, BREATHE-IN, and BREATHE-OUT
“oxygen” - fingerspelled “oxygen,” mentioned its abbreviation, which is “O2” and then gave its sign (shake-O)
“carbon dioxide” - first gave the common abbreviation, which is “CO2” and then with his right hand pointed to the letter C (on his left hand) and fingerspelled fs-CARBON; he did the same for “dioxide,” each time he pointed to a letter on his left hand, he used topicalization (raised eyebrows)
“air sacs” - first described where the air sacs are in the lungs and then asked what these are called before fingerspelling “air sacs”
“capillary” - described the capillary as the last part the blood goes to and then asked what it is called before fingerspelling “capillary”
Step 1 - Introduce the Topic by Using a Rhetorical
Question
A rhetorical question is an effective way to direct the listener’s attention to the topic of the presentation.
In Marlon’s presentation, he begins with the rhetorical question “What are we going to discuss now? He responds with “Breathing!”
Step 2 - Tell How the Process Begins
Identify what activates the process. For example, Marlon begins with how a breath is taken in.
Step 3 - Explain the Process
● Use classifiers to describe each body part involved.
a. Begin by pointing to where the body part is located on your body.
b.Describe its shape, behavior, and function in neutral space. For example, Marlon points out where the lungs are located on the body and then describes how the lungs function, in particular the air sacs. In neutral space, Marlon shows how oxygen passes through the air sacs to the blood.
Step 3 - Explain the Process
● Use role shift to show how the parts behave in relation to each other.
For example, Marlon role shifts to show how the capillary and the blood exchange oxygen and CO2. Using an analogy may help the audience visualize how a system or its parts work. Recall how Marlon used a tree analogy to create a visualization of part of the lungs.
Step 3 - Explain the Process● Use raised eyebrows to signal the introduction of
the next topic or when referring to a previous topic.
For example, after Marlon mentions that what goes out of the mouth is called CO2 he spells CO2. He raises his eyebrows while spelling “C” with his weak hand and pointing to that hand. He then spells out “carbon” to indicate what the letter “C” refers to. He does the same for O2.
Raised eyebrows are also used with rhetorical questions to signal that what follows is an explanation of the next part of the process. For example, Marlon uses a rhetorical question to ask the name of something he has just described (capillary). He then goes on to describe the function of capillaries.
Step 4 - Tell How the Process Ends
Marlon ends the description of the breathing process by describing exhaling (air goes out of mouth).
Step 5 - Close with a Comment
Marlon closes his presentation by commenting that the breathing process happens every minute of every day and that it’s quite amazing!
ReviewThroughout this presentation, you have learned the following:
▪ Describing parts of the body (and face), their functions, and using neutral space
▪ Systems (reproductive, digestive, circulatory, muscular, respiratory, and nervous)
▪ Health issues and remedies▪ Explaining the normal process