LESSON 27 ESPAÑOL

ESPAÑOLPARENT/CLASSROOM PROGRAM: ESPAÑOL

CLASSROOM ESPAÑOL Level I

LESSONLessons

27

1

27

Describing illnessPrescribing a remedy

Gracias, Doctor.

Me duele la cabeza / la espalda / el estómago

Me duelen las muelas.

What's the matter with him/her?What's the matter with you?

I've got a headache / stomachache / backache.

Take this.Thank you, Doctor.

My teeth hurt.

DESCRIBING ILLNESS

OBJECTIVES

VOCABULARY

* Play "Charades." Ask students to act out various ailments.

* After students are more familiar with the action and vocabulary, these scenes can also be shown in the following ways: pause after Norman , as the doctor, speaks. Let students repeat what he says. At another time, stop the video after each patient speaks and allow students time to repeat those lines.

POST-VIEWING ACTIVITIES* Play "Simon Says" (Simón dice…) to review the new body parts: "espalda", "estómago" and "muelas".

* Display the drawings or pictures of people suffering an ailment such as toothache, stomachache, etc. Point to each one and say, "Me duele...."

VIEWING ACTIVITIES* Show the video straight through for context. Show 04:45 - 06:02 again, and this time using the pause button, freeze the video after the voice says, " dolor de cabeza" Allow students time to repeat.

Activity Master/Sheets 27a and 27b

PRE-VIEWING ACTIVITIES* Pretend that you have a headache and say, for example, "Estoy mal. Me duele la cabeza." Repeat this for stomachache, backache, and toothache. Select a medicine bottle for each malady that you mention.

MUZZY Online Level I - Unit 4 - Scene 43 -What's the matter? - 04:45-06:02Assorted medicine bottlesPictures of people with headache, toothache, backache, stomachache

MATERIALS

MUZZY Online Level I - Unit 4 - Scene 42 -It's lunch-time! - 04:06-04:45

Tome esto.

¿Qué le pasa?¿Qué te pasa?

Toma esto.

CLASSROOM ESPAÑOL Level I

LESSONLessons 27

2

* When a female doctor takes the role, use the term "doctora".

ONLINE EXERCISES

GRAMMAR NOTE

* Bring in small empty jars. These could be re-labeled "Vitamins" or "Aspirin."

* Write "me duele" and "me duelen" on the board (or use flash cards). Explain that if more than one of something hurts, we say "me duelen". To illustrate this, draw a foot under "me duele" and two feet under "me duelen". Drill the sentences "Me duele el pie. Me duelen los pies." Do this with hands, eyes, ears and arms until students get the idea. Then practice this construciton by asking several students, "¿Qué te pasa?" Students answer by saying "me duele..." or "me duelen..."

* Use Activity Sheets 27a and 27b.

* Unit 4 - Watch and play - What's the matter? - Game "a" and game "b".

ADDITIONAL SUGGESTIONS

POST-VIEWING ACTIVITIES

* Put students in pairs (doctor and patient) to practice the dialogue. Model this activity first by acting out the doctor's part yourself. Choose a student to be the patient. Instead of the doctor handing the patient an empty pill bottle, you can use fresh fruit as a remedy. This technique reviews the fruits and adds a bit of humor to the dialogue, too.

Doctor: "¡Qué te pasa?" Patient: " Me duele la cabeza." Doctor: "Tome esto." (Hand over a medicine bottle. Make sure that it is empt y.) Patient: "Gracias, Doctor ."

CLASSROOM ESPAÑOL Level I

LESSONLessons

27

3

27

Part I

* Keeping the paper folded and maintaining the fold by the head, students need to trim the excess paper to within approximately 3-4 inches around the character. This edge will be used for stapling or glueing and can be trimmed closer after glueing / stapling and stuffing the character. Save the trimmed pieces to use as part of the stuffing for the character.

* Divide the class in to pairs or small groups. Each group will be assigned a MUZZY character.

* Give each group an eight-to-ten foot long piece of white paper from the roll. Students need to fold the paper in half and lightly tape it to a wall with the fold at the top. The two sheets are necessary to form the front and the back of the stuffed character.

* Using a projector, have students trace an outline of a character on the white paper, copying the head at the top near the fold. This is just an outline of the body, do NOT outline the clothes. Some characters, like the Queen , will need legs and feet drawn! Students should draw in and color the facial features on the character.

Index cardsBand-aids, bandages, and other medical supplies for the doctor's office

PROJECT

Projector to trace images of a MUZZY characterGlue or staples, scissors, and crayons or markers2 paper bags

MUZZY Online Level I - Unit 4 - Scene 44 -Headache? - 06:02-06:27MUZZY Online Level I - Unit 4 - Scene 45 -Where are you going? - 06:27-07:57Large roll of white paper

MATERIALSMUZZY Online Level I - Unit 4 - Scene 42 -It's lunch-time! - 04:06-04:45MUZZY Online Level I - Unit 4 - Scene 43 -What's the matter? - 04:45-06:02

Working cooperatively to create a large stuffed paper doll of a MUZZY characterPronouncing and labeling body parts in SpanishRole playing a physician and patient

COMMUNCATION Standard 1.2, 1.3CONNECTIONS Standard 3.1

OBJECTIVES

ENRICHMENT PROJECT: BODY AND HEALTH

STANDARDS FOR FOREIGN LANGUAGE LEARNING

CLASSROOM ESPAÑOL Level I

LESSONLessons

4

27

Part II

Part III

Part IV

* Have students make small individual dolls and present their aches and illnesses to partners or the whole class.* Have students guess what is wrong with a certain student's doll.* In conclusion, ask students who had what illnesses.

* The doctor can respond with a treatment. Have lots of band-aids, bandages, ice-bags, cloth for slings, and any additional medical props. After all of the students have treated the dolls, they will be covered in bandages! Go back and ask the class to describe the injuries to each character.Variations:* Have students create the symptoms that are placed in the bag.

* Have groups use the large paper characters in a physician / patient role-play. Write the names of the characters on index cards and place them into a bag and place cards with various symptoms into another bag. Brainstorm with students until you've exhausted all possibilities. You may choose to write these on the board as students are coming up with suggestions. To coax answers out of them, try pantomiming certain illnesses and pains. For example, "Me duele la cabeza." "No puedo correr." " No puedo oír." "Me duele el estómago."

* Students can take turns coming to the front of the room. Have the "doctor" pull a patient name from the bag and call him to the waiting room. A student from the group who created the MUZZY character will bring the doll to the office, draw a symptom from the bag and speak with the doctor. For example,

Doctor: "Sr Muzzy , por favor"Muzzy: "Sí, yo soy Sr Muzzy ."Doctor: "Entre, por favor."Muzzy: "Hola. No me encuentro bien. No puedo correr."

* Neatly trim the edges of the stuffed "doll" character.

* Instruct students to create labels to body parts. These may be in the form of arrows any other creative shape.

* Ask the group to read the label and place it on the body in front of the class. Students may practice first in their groups. This can function as a body vocabulary test.

ENRICHMENT PROJECT: Body and Health continued

* Beginning at the head, students can then glue / staple the two sides together, adding the crumpled paper to "stuff" their character as they work down the body. The character will have a bit more dimension than a flat outline and will hold up better when used for activities and presentations in the class.

CLASSROOM ESPAÑOL Level I

LESSON

27

5

27

OBJECTIVES, DIRECTIONS AND ANSWER KEY

¿Qué le pasa con Muzzy? / What's wrong with Muzzy?

¿Qué le pasa con Muzzy? / What's wrong with Muzzy?AM 27bDirections: Have students write the correct words for each picture.Answer: 1. dolor de muelas

Answer: ¿Qué te pasa?¿Qué te pasa?

* describing illnessesDirections: Have students fill in the appropriate question or description of Muzzy's

illness in the word bubbles.

Objectives: To develop skill in: * requesting information

The following objectives, directions and answer keys correspond to the Student Activity Sheets that are referenced throughout the Lesson Plans. Please administer the Activity Sheets, while orally giving the directions.

AM 27a

5. dolor de estómago6. dolor de cabeza

2. Toma esto.

4. ¿Qué te pasa?3. dolor de espalda

¿Qué te pasa?

¿Qué te pasa?Tengo dolor de estómago, doctor. / Me duele el estómago.

Tengo dolor de espalda, doctor. / Me duele la espalda.

Tengo dolor de muelas, doctor. / Me duelen las muelas.

CLASSROOM ESPAÑOL Level I

LESSONAssessment Master

6

27

1.2.3.4.

Me duelen las muelas.Me duele la espalda.

Read the following sentences to your students. Instruct them to write the corresponding number in the blank next to the child with that illness.

Me duele la cabeza.Me duele el estómago.

GOING TO THE DOCTOR

CLASSROOM ESPAÑOL Level I

ACTIVITY

27

27a

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CLASSROOM ESPAÑOL Level I

ACTIVITY

27

27b

CLASSROOM ESPAÑOL Level I

Assessment Sheet LESSON

27

27

GOING TO THE DOCTOR

For each item your teacher reads aloud, write that number in the blank next to the child with that illness.