Class 7 Lesson Plan & Materials

Transcription

1 Caroline Alice Cuddy * MATESOL Class 7 Lesson Plan: Symptoms and Illness Class 7 Lesson Plan & Materials Target Audience and Context: Adult students, studying to be Occupational Health Professionals at a vocational school in Barranquilla, Colombia Student population: students, beginner level, aged years old. All students are native Spanish speakers. Student academic background: all students have graduated from high school and are studying at the national vocational school (SENA) on a scholarship. They are in their second semester of a 4-semester program to become Occupational Health Professionals. Students learning goals: to pass 4 classes of English (one per semester) in order to graduate from the program and eventually get a job as an Occupational Health Professional. Some aspire to improve their general knowledge of English, for personal reasons, beyond their professional needs. Classroom resources: White board, markers, computer, speakers Class length: 90 minutes (class meets two afternoons per week) Date of class: (seventh session out of twenty total sessions) Previously covered material: previous lessons have introduced and reviewed parts of the human body vocabulary, as well as common symptoms and illnesses. Vocabulary related to treatments/remedies has been introduced. Post-lesson material to be covered: Following this lesson, the next topic to be introduced will be about Prevention - how to prevent colds and injuries. Objectives Cognitive Students will be A. in a position to develop their vocabulary related to health and symptoms Performative Students will B. understand body parts vocabulary C. be able to talk about how people treat common medical symptoms D. be able to make suggestions about how to treat common illnesses E. understand people talking about symptoms and treatments Affective F. Students will feel confident in their ability to understand and use body and symptoms/treatments vocabulary Metacognitive G. Students will reflect on what we have learned in our classroom work

2 Caroline Alice Cuddy * MATESOL 2 Topic covered: Symptoms and Remedies Materials: Quiz: Symtoms and Illnesses (see Quiz #2) Audio samples of people calling out of work sick (From Queens Library 2014, can be accessed at this website: a transcript is also provided below) Handouts: 7A: What s the matter? and 7B: What do you do for? Picture cards of treatments/remedies Slips of paper with symptoms and treatments Exit-slips Time/Type of Material/Type of Activity 15 minutes Teacher-fronted, whole class activity and game White board & markers 20 minutes Worksheet: 7A audio samples Procedures Welcome/Warm-up Quiz #2 Symptoms and Illnesses Greeting Ss, Announcements/Good News Take attendance T writes, Simon says touch your nose on the board, repeats the sentence and models the action T writes Touch your nose on the board and asks Ss if they see and hear the difference in the 2 sentences Ss confirm the differences T explains the rules to the game of Simon Says modeling by completing actions when she says Simon says touch And not completing the action/shaking her finger when she does not say Simon says touch your T leads the game of Simon Says for 5 minutes, reviewing parts of the body vocabulary; at the beginning, T completes the actions with the Ss, but after a few examples, she stops completing the actions herself and instead watches Ss to check for comprehension T asks for a volunteer to be Simon, and assists the S as they assume the role of Simon (she may provide the S with a suggestion for which body part to indicate, showing S a picture of the body part) Talking about symptoms T reviews symptoms that were covered in last week s class, by mimicking the different symptoms and eliciting the phrases from Ss sneeze, cough, stomach ache, sore throat, headache, backache T explains that Ss will listen to audio samples of people calling out of work and use worksheet 7A to complete the tasks. Ss will listen to the symptoms the speaker mentions and check off the boxes that correspond to the symptoms (5 different samples will be played 3 times each, to be done individually and in silence) Objectives Addressed A, B, F A, B, E, F

3 Caroline Alice Cuddy * MATESOL 3 25 minutes picture cards of treatments Slips of colored paper red are symptoms, green are treatments Worksheet: 7B T and Ss review the answers together listening one more time to each dialogue T asks Ss to indicate what symptoms they checked off for each item T circles class to look over papers, checking for over-all comprehension (no grades) How do we treat our symptoms? T reviews the medicines/treatments for symptoms, using picture cards (cough syrup, aspirin, ibuprofen, tea, antacid, cough drops), eliciting the names of each and writing them on the board T distributes slips of paper to class, forming four groups: groups A and B consist of 5 Ss who have red slips, and groups C and D consist of 5 Ss who have green slips. In their groups, Ss will 1) identify if they have symptoms or treatments 2) brainstorm together what could be the treatment or symptom associated with each of their slips. T instructs Ss from groups A and C to gather in one section of the classroom, and groups B and D to gather in another section of the classroom. Ss will find the match to their symptom or treatment and pair off. T collects the slips of paper T draws two columns on the board - symptoms and treatments - and asks learners to complete the chart by volunteering to write them into the chart on the board; If alternative treatments are mentioned by Ss or more than one treatment is possible, T writes these on the board and helps with a translation into English if necessary (i.e., take a bath, call the doctor) The chart might look like this (italics indicate what Ss will fill in on the board) Symptom Treatment Headache aspirin Sore throat Tea Cough cough drops Stomachache antacid T writes What do you do for a fever? on the board. T provides translation of What do you do for in Spanish. T elicits responses from Ss; Ss respond with one word phrases, e.g., Aspiring, Ibuprofen, tea, etc. If Ss offer responses in Spanish, T asks the class, How do you say tomar un baño in English? and provides translations as necessary. T continues the process for the other symptoms, asking What do you do for and writing the possible responses on the board, creating a word bank of possible phrases for treatments (I take aspirin, I take a bath, I drink tea, I rest, etc.) T reminds Ss in Spanish that it is necessary to answer in a complete phrase, and that sometimes in English we say, I take and sometimes we say, I drink or another verb. T distributes worksheet 7B; T instructs Ss to complete first column, You where Ss write the treatment they would use if they were suffering from that symptom Ss move around the classroom, asking each other: What do you do for and recording their responses When finished, T asks Ss to volunteer to share some of their classmates A, B, C, E, F

4 Caroline Alice Cuddy * MATESOL 4 25 minutes Treatment picture cards taped to the board 5 minutes Exit Slip responses, and to indicate if they agree or disagree with the proposed treatment Making suggestions about treatments T writes on the board & Ss copy in notebooks You should T says, I have a headache. What should I do? pointing at the pictures of treatments on the board Ss respond with You should + appropriate treatment T repeats this structure a few times, using different symptoms T initiates group work activity: Ss will work in pairs to create a dialogue. One S will be suffering a symptom and the other will make a recommendation. T writes key phrases on the board: A: What s the matter? B: I have a (symptom). C: I m sorry. You should (treatment). T circles around helping Ss with their dialogues Ss will enact the role plays if there is time at the end of class Self Assesment T distributes exit slips Ss complete and submit the slips before leaving class A, B, D, E, F G

5 Caroline Alice Cuddy * MATESOL 5 QUIZ #2: SYMPTOMS AND ILLNESSES 1 Name: Date: Please write the correct symptom below each picture. There may be more than one correct response! 1 Adapted from Queens Library (2014)

6 Caroline Alice Cuddy * MATESOL 6 Transcript of Audio Clips to be played with Worksheet 7A Audio Clips can be accessed at: Dialogue 1 Hi, this is Sally Chen calling. I m afraid I won t be able to come to work today. I have a terrible cold. Dialogue 2 Hello, this is Rick Jones calling. I need to cancel my appointment. I have a fever and a sore throat. Dialogue 3 Mrs. Greene? This is Arturo Ramirez. My son Carlos has a fever and a cough, so he can t come to school today. Dialogue 4 A: I heard that Lisa is sick she has a cold. B: Does she have a fever? A: No, but she does have a bad headache. B: Oh, that s too bad. Dialogue 5 A: You don t look so good what s wrong? B: I have a terrible backache. A: Then let me help you with those packages. B: Thanks.

7 Caroline Alice Cuddy * MATESOL 7 Worksheet 7A 2 Name: Date: 2 Adapted from Queens Library (2014)

8 Caroline Alice Cuddy * MATESOL 8 Treatment Picture Cards

9 Caroline Alice Cuddy * MATESOL 9 Symptoms/Treatments slips - to print and cut up to distribute to Ss SYMPTOMS Fever Cold Backache Sneeze Sore throat Headache Stomachache TREATMENTS Cough syrup Tea Ibuprofen Aspirin Antacid Cough drops Rest SYMPTOMS Fever Cold Backache Sneeze Sore throat Headache Stomachache TREATMENTS Cough syrup Tea Ibuprofen Aspirin Antacid Cough drops Rest

10 Caroline Alice Cuddy * MATESOL 10 Worksheet 7B 3 What do you do for...? Name: Date: What do you do for...? Complete the following chart. First, respond in the column You, indicating what you do when you have these symptoms. Next, ask 3 of your classmates and record their answers. Example: A: What do you do for a fever? B: I call the doctor. You Classmate 1 Classmate 2 Classmate 3 headache backache sore throat fever cold 3 Adapted from Queens Library

11 Caroline Alice Cuddy * MATESOL 11 EXIT SLIP Name: Date: 2 things I learned today in class/2 cosas que aprendí hoy en la clase: 2 things I liked about today s class/2 cosas que me gustaron de la clase hoy: Something I did well today in class/algo que hice bien hoy en la clase: Something I could do better in the future/algo que puedo mejorar en el futuro: Name: Date: 2 things I learned today in class/2 cosas que aprendí hoy en la clase: 2 things I liked about today s class/2 cosas que me gustaron de la clase hoy: Something I did well today in class/algo que hice bien hoy en la clase: Something I could do better in the future/algo que puedo mejorar en el futuro: