English Teaching : LESSON PLANNING

Class: a VIII a
Level: Intermediate
Textbook: ‘High Flyer –upper intermediate’
Lesson: ‘Get better soon’
Lesson type: vocabulary practice and building Integrated skills
Time: 50’
Theme: Health, Language, Science ‘winter bugs and what to do about them’; ‘the enemy within’
Aids : handouts, poster, markers, stickers, BB.

Lesson aims: -to develop Ss speaking competence by sharing ideas about symptoms and prevention of the contraction and spread of the flu
- to activate Ss vocabulary linked to health and illness and to practice new one related to aches and pains
- to enrich SS vocabulary by studying medical terms related to health and illness and proverbs containing body parts
- to practice reading comprehension
- to develop writing creativity by activating the emotional, intra- and inter-personal intelligence through role-play – ‘doctor and patient’ and by creating an influenza vaccine brochure.
- to practice degrees of obligation/ advice /interdiction

Objectives: Students will:

1. Consider how disease control is similar to detective work, acquire essential concepts about the prevention and control of disease.
Research the causes, symptoms, treatments, and history of a particular disease, and then create a role play doctor and patient using the thematic vocabulary and the degrees of obligation/prohibition and advice

2. Understand - how the immune system functions to prevent or combat disease;
- the social, economic, and political effects of disease on individuals, families, and communities

3. Demonstrate competence in the general skills and strategies of the writing process. Benchmarks: Use style and structure appropriate for specific audiences and purposes; Demonstrate competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Apply reading skills and strategies to a variety of informational texts; Summarize and paraphrase complex, explicit hierarchic structures in informational texts; Use new information to adjust and extend personal knowledge base; Seek peer help to understand information; Draw conclusions and makes inferences based on explicit and implicit information in texts; Differentiate between fact and opinion in informational texts
4. Act as "doctor-detectives" to determine what disease a fellow classmate is "suffering from."

Interdisciplinary Connections:

-to develop the historical, intercultural awareness by analyzing the threat of viruses throughout history;

-acquire new medical science vocabulary

-Consider how they might develop public service campaigns designed to inform targeted segments of the population how to prevent themselves from contracting and spreading flu.

STAGES:

Activity 1 WARM-UP/DO NOW: BRAINSTORMING FOR IDEAS-10’
Aim:
-to warm-up the students
-To make the lead-into the subject
Specific competence: 1.1 to understand specific written or oral messages
2.1 to express personal reactions to what they hear (speaking abilities)
Derived competence: expressing opinions, making connections with previous experience
Procedure: Upon entering class, students respond to the following prompt (written on the board prior to class):’ What is the flu? What is a flu vaccine, and for what is it used? Do you or anyone you know get a flu vaccine each year?’ What are the characteristics of influenza? How does it affect the body?
- Why is flu considered a ‘seasonal’ disease? When is flu season?
- Is the flu contagious? How is it transmitted?
- Who discovered the flu? Where is the disease believed to have originated?
- How prevalent is the flu in human history? How ‘old’ is the disease?
- How many people a year does the flu affect (in cases of illness and deaths)?

After a few minutes, allow students to share their responses. Discuss as a class why a vaccination is important for particular groups of vulnerable people, such as the very young, the very old and the ill.
Interaction: T-SS; SS-T; SS-T

Activity 2 VOCABULARY FOCUS-5’
Aim: to activate already taught vocabulary
General competence: 1 to understand oral or written messages (Listening abilities)
Specific competence: 1.1 to understand specific written or oral messages
Procedure: T checks up Ss vocabulary: using the error correction method
Eg. ‘I have a sore tooth/joint ache/ stomach ache’ eliciting from the students the right collocation: ’headache/sore throat/sore eyes/ toothache/ stomach-ache/ earache/ back-ache/knee pain/joint pain’
SS are asked to mime the aches and pain in order for the visual and kinaesthetic Ss to consolidate the meaning of words and to gain a relaxed atmosphere in the classroom.
Interaction: T-SS; SS-T; SS-T
Class management: whole-class activity
Evaluation/assessment: class observation

Activity 3 VOCABULARY BUILDING USING COLLOQUIAL PHARASES AND PROVERBS -15’
General competence: 1 to understand oral or written messages ( Listening abilities )
Specific competence:

1.1 to understand specific written or oral messages
2.1 to express personal reactions to what they hear (speaking abilities)

Derived competence: expressing opinions, making connections with previous experience

Competence content: eliciting ideas from Ss/oral narration

Method: group work

Procedure: SS receive handouts with colloquial phrases containing parts of the body (Hand-out 1) and are asked to make up the definition or to find a synonym of the phrase.

SS receive a second handout (Hand-out 2) –proverbs containing parts of the body and are asked to think of a synonymous one in their mother tongue.
Feed back: Ss will present their definitions, respectively their Romanian proverb equivalent and the most humorous will be written on the Bb.
Timing: 15’
Interaction: T-Ss ; Ss-Ss ; Ss-T

Activity 4 VOCABULARY CONSOLIDATION THROUGH ROLE-PLAY, CHART-FILL IN AND PROJECT-WORK-20’

Secondary Practice –Writing creativity

General Competence:

4. Transfer and mediation of oral or written messages in various ways of communication
Specific competence:

1.2. extract the main ideas while reading
2.1. Description of states, persons, characters

Aims :

-to develop Ss speaking competence by sharing ideas about symptoms and prevention of the contraction and spread of the flu
-to activate Ss vocabulary linked to health and illness and to practice new one related to aches and pains
- to enrich SS vocabulary by studying medical terms related to health and illness and proverbs containing body parts
-to practice reading comprehension
-to develop writing creativity by activating the emotional, intra- and inter-personal intelligence through role-play – ‘doctor and patient’ and by creating an influenza vaccine brochure.
- to practice degrees of obligation/ advice /interdiction

SS will :

1. Consider how disease control is similar to detective work, acquire essential concepts about the prevention and control of disease.
Research the causes, symptoms, treatments, and history of a particular disease, and then create a role play doctor and patient using the thematic vocabulary and the degrees of obligation/prohibition and advice

2. Understand

- how the immune system functions to prevent or combat disease;

- the social, economic, and political effects of disease on individuals, families, and communities

3. Demonstrate competence in the general skills and strategies of the writing process. Benchmarks: Uses style and structure appropriate for specific audiences and purposes; Demonstrate competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Apply reading skills and strategies to a variety of informational texts; Summarize and paraphrases complex, explicit hierarchic structures in informational texts; Use new information to adjust and extend personal knowledge base; Seek peer help to understand information; Draw conclusions and makes inferences based on explicit and implicit information in texts; Differentiate between fact and opinion in informational texts
4. Act as "doctor-detectives" to determine what disease a fellow classmate is "suffering from."
Interdisciplinary Connections:

- to develop the historical, intercultural awareness by analyzing the threat of viruses throughout history;
- acquire new medical science vocabulary
- Consider how they might develop public service campaigns designed to inform targeted segments of the population how to prevent themselves from contracting and spreading flu.

Procedure: SS are grouped and assigned four different taskes:

Group A: Students receive Handout 3 containing the description of some diseases and they should then imagine that they are patients suffering from the particular disease they researched. After skimming the text, they write a paragraph or two describing the symptoms as though they were speaking to a doctor. In their paragraphs, students should include information that might provide "clues" for the doctor to use-as well as "false leads" that a patient might unknowingly give a doctor, since they are to presume that they don't know what disease they have or how they got it, using as much as possible the degrees of obligation/prohibition and advice.
Suggested diseases for SS research are: influenza, winter cold, tuberculosis.
Group B: completes a chart ‘Avoiding flu’-Protecting myself and the others (Handout 4).
Group C: makes up a public discourse from a Public Service Campaign on how to prevent themselves from contracting the flu.
Group D: makes up a brochure which represents a call for vaccination against the flu.
At the end of their assignments the representatives of each group will present their projects.
Class management: group work
Interaction: T-SS; S-S; SS-T

WRAP-UP/HOMEWORK: Students respond to the following prompt, written on the board for students to copy or distributed in a handout for easier student access: "Consider all that you have learned over the past few days, and write a letter to your local health board to recommend measures that they should take to inform your community about flu. Include recommendations for reaching specific segments of the population and methods for conveying this information to the broadest population possible. You might consider how the health board might reach people in nursing home or jails, indigent or homeless people, families without television or Internet access, speakers of foreign languages, etc." In a later class, compile all of the letters and the campaigns to send to your local health board.

Evaluation / Assessment:

Students will be evaluated based on group and class discussions and activities, thorough research and presentation of flu topics, thoughtful group-developed role play and public service campaigns/brochures synthesizing their learning and thinking in trying to "diagnose" their partner's illness, cooperation in small groups, accuracy and creativity

Extension Activities:

1. Imagine a scenario in which one person in your school contracts the flu and it spreads, with varying results, throughout your community. What might happen to the community if the disease reached epidemic proportions? How might public services (hospitals, police and fire departments, transportation) be affected? How can you prepare your community for a public health emergency? Write the script for a television program about this scenario that would serve to educate your community about this topic.

2. Create a "How It Works" poster on the flu virus. What is its biological structure? How does it develop in the human body? How is it transmitted? Present posters in class.

3. Determine what you think is medicine's greatest triumph in the field of health. Then design on paper an appropriate award that you would give to the person or people who achieved this triumph. Finally, write a speech that you would give before the Romanian Medical Association, explaining who the award goes to, and why you feel this particular person, team, or agency deserves it.

4. Fine Arts- Using humor and imagination, create a cartoon character of the parasite you have researched.

Interdisciplinary Connections:

History- Research other public health crises in Romanian history. How, if at all, did the illness initiate research into treatments? How and what did we learn from the outbreak? Write a report of your findings.

Geography- Create a thematic map of other pandemics in history, with different groups in the class each focusing on a different pandemic. Each group should investigate: Where did it begin? Where, how and how far did it spread? When did the pandemic occur? Gather the class's collective results on a single map and discuss the results. Do any patterns emerge?

Media Studies-Find out more about the crucial role that the media can play in disseminating public health information. Then, using what you learn, create a public service announcement for television, radio, or newspaper that would help people become more aware of food safety, and that might help prevent the spread of food-borne illnesses.

Create a media campaign to promote awareness about the parasite you researched. Be imaginative and use various resources to compose: a script for a radio or TV ad, a pod-cast, a poster presentation, an informational brochure or a blog entry.
Aids: Bb, tape, hand-outs , worksheets, papers, markers, stickers

HANDOUT 1

AT THE BACK OF BEYOND
TO HAVE GOO-GOO EYES
WITH THE NAKED EYE
MAKE FACES AT SMB
BY HEART
TO HAVE ONE’S HEART IN ONE’S BOOTS
BUTTON UP YOUR LIPS
TO BE LED BY THE NOSE
TO HAVE GOT SMB UNDER SMB’S SKIN
TO SAVE ONE’S SKIN
FROM TOP TO TOE
TO BE LONG IN THE TEETH

HANDOUT 3

Influenza Several types of viruses cause this highly contagious disease, commonly called the flu. The viruses are spread from one person to another via airborne droplets released during coughing and sneezing. They lodge in the lungs and breathing passages, causing fever, chills, sore throat, coughing, headache, fatigue, and weakness. Most symptoms subside in several days, but complications, particularly pneumonia, can occur. Treatment consists of bed rest and plenty of fluids; antiviral drugs may be prescribed.

Vaccination to avoid infection is strongly recommended for people age 50 and older; people with heart disease, diabetes, or immune system problems; residents of nursing homes; family members and caregivers of such individuals; and health care workers. Unfortunately, the flu vaccine only prolution of a new strain can result in a worldwide epidemic. One of the worst such epidemics, the 1917-18 "Spanish flu," killed some 20 million people.

Winter cold?

When Asian people wear face masks, is it to keep from getting a cold or other infection, or is it to keep from spreading one? Does it work?
Polite East Asian people with a cold may wear a mask with the aim of preventing its spread; this is especially common in Japan.

In China, the idea may be to cut down infection or it may be a reaction to high levels of visible pollution; in some of China's industrial areas, masks are worn simply in the hope of keeping coal dust out of the respiratory tract.

However, there is little hope of cutting down on the transmission of colds by wearing a mask. Medical authorities believe that most colds spread from nose to hand and then from hand to nose, rather than through the air, so a considerate cold victim should instead wash hands frequently.

The influenza virus does travel easily through the air as a passenger on water droplets, so a mask may head off its transmission.

Common cold More than 200 different viruses, about one-third of them rhinoviruses, cause contagious respiratory illnesses known as the common cold. Generally, an infection is short-lived, lasting about a week. Symptoms include a runny nose, sore throat, sneezing, and occasional coughing. There are no proven preventative measures and no known cure; over-he-counter cold remedies may relieve symptoms.

Cold viruses often spread as infected individuals cough or sneeze, releasing virus-laden droplets in the air. People become infected by breathing in the viruses or touching contaminated items (furniture, clothing, and so on) and rubbing their contaminated hands against their mouth, nose, or eyes. Frequent hand washing and keeping one’s hands away from the mouth, nose, and eyes, where the viruses thrive, help reduce one’s risk of catching a cold.
_{sursa imaginii : freeschoolclipart.com}

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Tag-uri: plan, lectie, limba engleza, intermediate, high flyer, lesson

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Categorie: Planuri de Lectie  - ( Planuri de Lectie - Archiva)

Data Adaugarii: 02 April '08

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