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