ADE · Speaking By the end of the lesson, students will be able to describe health ... Dengue, Chikunguya, Influenza, Malaria, Mosquito bite, Viral infection, ... Teacher tells the

LESS

ON

PLA

N

Juan Fernando YepesI.E. SAN VICENTE DE PAUL

Medellín

Lesson plan designed by:

1

9GRADE

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Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Health: Disease prevention

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson, students will be able to describe health problems.

• To introduce the vocabulary on diseases, symptoms and parts of the body to express health problems

• To recognise and use vocabulary to describe health problems.

• To exchange information through role-playing.


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Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

In the previous lessons, students finished their work on module 2: reduction of inequities. They worked on some tenses such as simple present and simple past. Also, they had learned the use of some modal verbs to express possibilities. When working on the topic “reduction of inequities”, students were introduced some expressions to make oral presentations.

The current lesson is the first one in a series of Module 3. In this first lesson, students will revise vocabulary related to health. Students will also learn to express symptoms and health problems and will also learn some modal verbs to give suggestions and advice to such health issues.

In the following lesson, students will work on designing a health campaign to prevent diseases. In groups, they will create a poster in which they will show a disease with its corresponding symptoms, the parts of the body affected and some suggestions.

Identifies preventable diseases in his/her environment.Recognizes vocabulary and expressions related to common preventable diseases.

Identifies information related to preventable diseases in brief oral and written texts.

Provides short oral and written definitions on the vocabulary

Understands short oral and written definitions on the vocabulary

Recognizes the active role in disease prevention.

Respects the points of view of others.

Expresses disagreement in a respectful way.

Acquires new vocabulary by using it in a meaningful context.

Constructs meaning to convey ideas.


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9• Parts of the body: Abdomen, Heart, Back, Kidney, Liver, Lung, Backbone, Skull• Diseases and symptoms: Dengue, Chikunguya, Influenza, Malaria, Mosquito bite, Viral infection,

Muscle pain, Fatigue, Virus, Parasite, Anaemia, Rash, Nausea, coughs, sneezes• Expressions to describe symptoms: Germs can spread diseases such as, I have..., my … is in pain,

I am suffering from… , my…hurts• Expressions to diagnose: you have…, you suffer…• Formal greetings: Good morning, good afternoon, good evening• Expressions to offer help: May I help you?, What can I do for you? Anything else?

• Modal verbs: Should, could, can, must• Meaning

Should: It is use to give a recommendation or what the most appropriate thing is. Could – can – may – might: We use could/can/ may/might to offer alternatives in a speci-

fic situation. All the terms mean the same in this case although could, may and might are politer and more formal.

• Must: We use must to give a recommendation when we are dealing with a strong necessity. In this case the suggestion is almost mandatory.

Look at the following conversationsP1: I have a cold P1: I have nausea, fever, and vomit P2: You should go to the doctor P2: You must go to the doctor

Affirmative form Negative form

IYouHeShe should/may/can/could/might/must It + verb base form YouTheyWe IYou He She + should/may/can/could/might/must It + not + verb base form You They We

• Should /ʃʊd/ Can /kæn/ May /meɪ/ • Might /maɪt/ Must /mʌst/ Could /kʊd/

•Give suggestions on health problems•Express symptoms

• Learning through interaction • Skills to analyze, interpret and relate

Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Pronunciation:

Discourse:

Sociolinguistic/Intercultural:


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Anticipated problems: Planned solutions

To implement oral drills could be a good alternative for confusing words. Such drills may be performed in small groups

Teacher could listen to the students and give suggestions before they present.

Pronunciation may pose a problem for some students. Some of the words have the same spelling they do in Spanish and this could be confusing in terms of pronunciation. Ex. Virus, Malaria, Nausea

Students could feel scared of presenting in front of others.

9Warm up

Time and Interaction

(5 min)

To check student’s previous knowledge on the topic

The teacher asks his/her students about what they know about the word “health”. Teacher can activate other previous knowledge by asking questions such as: How good is your health? Is it important to go to the doctor? Etc.

5 minutesT- WC

Stage aims

Procedure

Total Stage timing


Medellín


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Presentation


(15 min)

To introduce target vocabulary

Teachers explains that they will play a game called “the hangman”. The teacher plays the game with the class as follows:Teacher draws a post in which a man will be hung. The idea is to “save” the man’s life by giving the appropriate letters and completing the secret word. The teacher chooses a word and does not reveal it to the students, then he/she writes lines corresponding to the number of letters the word has. Example. If the word chosen is Heart, the teacher must write 5 lines since the word has 5 letters ___ _____ _____ _____ _____

Teacher splits the class into groups and asks a group to say a letter of the alphabet. If the letter is contained in the word, the teacher writes it on the corresponding line and the group takes another turn to guess. If the word is not included into the word, the teacher draws a part of a man hanging from the post.The game continues until: the word/phrase is guessed (all letters are revealed) – WINNER or all the parts of the hangman are displayed – LOSER

The game will be played with 10 words from the list below. As the vocabulary is guessed, the teacher writes the words on the board and asks if students know the meaning of the words, if not, teacher explains them.Key words for the game: Dengue, Chikunguya, Influenza, Malaria, Mosquito bite, Viral infection, Muscle pain, Fatigue, Parasite, Anaemia, Rash, Nausea, head, stomachache, heart, intestine, lungs

Teacher draws the following table on the board and asks students to draw it on their notebooks too. Each column has a heading: Body part, symptom, disease.

Students classify the words in their corresponding column. Once finished, teacher has students to complete the table on the board to check as a whole class.Answer key:

10 minutes

T-SS

5 minsIND

T monitorsWH

Stage aims

Procedure

SYMPTOMS DISEASES BODY PARTS

Muscle pain Dengue head

Fatigue Chickunguya stomach

nausea Influenza heart

Rash Muscle pain intestine

coughs Viral infection lungs

sneezes Malaria Kidneys

Anaemia

Total Stage timing


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Reading Task


(30 min)

To provide input for the oral task ahead

Teacher tells the class about the importance of disease prevention and presents Worksheet 1 to the class.

Pre-readingTeacher asks a student to read the instruction of exercise 1. Then checks if students understand and tells them to work in pairs to do the activity. Then, teacher chec-ks vocabulary with the whole class and works on pronunciation.Answer key: 1-Sneezing 2- rash 3- kidneys 4-cough 5. Shivers 6-fatigue

While-readingStudents read individually and answer the questions in exercises 2 and 3. Then, they compare their answers in pairs and teacher checks them with the whole class.Answer key:Exercise 2 a. T b. T c- F d. F e. F f. T j. F k. TExercise 3a. symptoms b. disease c. mosquitoes d. sneeze e. contagious f. glucose

Post-readingTeachers asks the students to write an email to a friend explaining that after a short vacation period they feel some symptoms so they would like to hear some recom-mendations to their health problems. Once, the text is written, the teacher asks the students to work in pairs by exchanging the mail written and writing some recommendations for their peers. In order to give the pieces of advice, the teacher suggests students to use expressions such as: If you have…..you should / must

5 mins.PW

T-WH

10 minsIND

T-WH

10 minsIND

T monitors

5 minsPW

T monitors

Stage aims

Procedure

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15 mins.GW

T monitors

15 mins.GW

T monitors

Speaking task

(30 min)

To consolidate target vocabulary

Students work in groups of 3 to prepare a role-play in which a doctor is assisting two patients who have health problems. The role play must include:*Greetings*Patients expressing what they feel*Doctor saying what they have and giving recommendations to each patient.

As input for the play, the teacher can write on the board the expressions below, explain them and ask the students to include them in the conversation.• Expressions to describe symptoms: Germs can spread diseases such as, I have…, my…is in pain, I am suffering from…, my…hurts• Expressions to diagnose: you have……., you suffer• Formal greetings: Good morning, good afternoon, good evening• Expressions to offer help: May I help you? What can I do for you? Anything else?

Ss rehearse their role-plays and take turns to present them to the class.

Stage aims

Procedure

Total Stage timing


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Materials Needed

1. Copies of worksheets 1 and 2, 2. markers, etc.

Wrap up


(10 min)

To provide feedback.

Teacher asks the students what problems they still have with the vocabulary, pronunciation or grammar and offers explanations about it

Subsequently, the teacher can point out what the strength of the class has been.10 mins.T- WC

Stage aims

Procedure

Total Stage timing


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Worksheet 1

Exercise 1: Draw a picture of the words on the box. These are symptoms of some health problems.

Read about these common diseases and work on exercises 2 and 3

Rash - Shivers - Cough - Kidneys - Fatigue - Sneezing

1.______________________ 2.___________________ 3.______________________

4.______________________ 5.____________________ 6.____________________

Chikungunya

This is a virus produced by mosquitoes. It is very contagious. It has affected people in 60 countries in Asia, Europe, Africa, and the Americas.

SymptomsSigns of chikungunya usually show up 3 to 7 days after you’re bitten. They typically include fever and joint pain, but you also might have a headache, nausea, or a rash and be very tired.

RecommendationsIt can be hard to know for sure that you have chikungunya because it can look like other illnesses spread by mosquitoes, such as dengue fever or Zika virus.See your doctor if you have these symptoms and have been somewhere that’s recently had an outbreak.Lower Your Risk for Mosquito BitesIf you’re going to a place that has an outbreak, you can do some things to lower your chances of being bitten by mosquitoes:

• Wear long sleeves and long pants.• Stay in screened-in areas, or indoors where there’s air conditioning.• If you’re in a place with no air conditioning or screens in the windows, make sure there’s a mosquito net over your

bed.• If you go outside without sleeves, wear a mosquito repellant that has DEET. If you need to wear sunscreen, put that

on first.

Text adapted from: https://www.webmd.com/a-to-z-guides/what-is-chikungunya


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Worksheet 1

Influenza

Influenza or flu is a respiratory disease caused by a virus. Flu is highly contagious and is normally spread by the coughs and sneezes of an infected person.You can also catch flu by touching an infected person, for instance, shaking hands. Adults are contagious 1-2 days before getting symptoms and up to 7 days after becoming ill. This means that you can spread the influenza virus before you even know you are infected.

SymptomsFlu can be uncomfortable, and can be confused with a bald cold. Both Flu and cold symptoms may both include a runny/blocked nose, sore throat, and cough. Other symptoms are:

• high temperature• cold sweats and shivers• headache• aching joints and limbs• fatigue, feeling exhausted

Individuals with flu should:• stay at home• avoid contact with other people where possible• keep warm and rest• consume plenty of liquids• avoid alcohol• stop smoking• eat if possible

Text adapted from: https://www.medicalnewstoday.com/articles/15107.php

Diabetes

Diabetes is a serious, lifelong condition where your blood glucose or level is too high.

Complications

Diabetes can seriously affect your heart, your eyes, your feet and your kidneys. These are known as the complications of diabetes. With the right treatment and care, people can live a healthy life. And there’s much less risk that someone will experience these complications.

Text adapted from: https://www.diabetes.org.uk/diabetes-the-basics


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Worksheet 1

Exercise 2. Read the following statements and write (T) true (F) false

A. Mosquitoes cause Influenza. _______B. Fatigue is one of the symptoms of Chikungunya. _______C. Wearing shorts and short leave t-shirts could help people to prevent Chikungunya. _______D. Diabetes is dangerous but It does not affect your body seriously. _______E. There is not treatment for Diabetes. _______F. Influenza is contagious. _______G. A bad cold and Influenza are the same disease. _______H. Stay home, rest and drink plenty of fluids is highly recommended when you have influenza. _______

Exercise 3. Complete the following sentences with the corresponding word from the box

A. Fever and headache are ____________of ChickungunyaB. Chickungunya is a ___________spread by mosquitoesC. People should prevent the appearance of __________to avoid tropical diseasesD. You need to cover your nose when__________, you might contaminate othersE. Influenza is very_______F. High levels of _______in your blood is a symptom of Diabetes

Exercise 4. Write a mail to a friend explaining that you have returned from a vacation trip but you do not feel very well. That is why you would like to listen to some suggestions before having to arrange a meeting with your doctor.

disease – mosquitoes – glucose – contagious – symptoms - sneeze

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ADE · Speaking By the end of the lesson, students will be able to describe health ... Dengue, Chikunguya, Influenza, Malaria, Mosquito bite, Viral infection, ... Teacher tells the