2d grade unit 2. plan of class

8/8/2019 2d Grade Unit 2. Plan of Class

http://slidepdf.com/reader/full/2d-grade-unit-2-plan-of-class 1/43

LESSON No. 1

Do you know what means E.R.? ___________________________________________

Have you been there? _________. Who works there? ___________________________

I. READ THE NEXT DIALOGUE.

Paramedic 1: Mr. Kemp, do you fell Ok?

Mr. Kemp: No, I don’t fell well.

Paramedic 2: Where it hurts Mr. Kemp?

Mr. Kemp: I feel an intensive pain in my head.

Paramedic 3: Before the car crash, you were

using your seatbelts?

Mr. Kemp: No. I never used it.

Paramedic 1: How many fingers do you see on my hand?

Mr. Kemp: I see six fingers.

Paramedic 2: What’s your first name Mr. Kemp?



II. ACCORDING TO THE TEXT,ANSWER THE NEXT QUESTION:

What symptom does Mr. Kemp presents? _______________________________________ _______________________________________________________________________

Where is Mr. Kemp? Why? ________________________________________________________________________

III. MATCH THE WORD TO THEIR MEANING. FOLLOW THE EXAMPLE.

Hurt A swelling filled with blood resulting from a break in a blood vessel.

Surgery Something that pain, ache or wound.

Hematoma A medical procedure for removal or replacement an organ or a tissue.Seat belt An unpleasant sensation occurring in varying degrees of severity as a

consequence of injury, disease, or emotional disorder. Pain A safety strap or harness designed to hold a person securely in a seat.

Crash Sudden damage or destruction on impact.

IV. IN BASE OF THE TEXT UNDERLINED ON THE DIALOGUE, WRITE “HAS” OR

“HAVE” DEPENDING OF THE PERSON.

He _________ an intensive pain in his head and ________on it a big haematoma.

They __________ only slight wounds.

V. ANSWER THE NEXT QUESTIONS.

When we use “has”……………………………………………………………………………..( )



PLAN DE CLASE

CICLO ESCOLAR 2007-2008

ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”

UNIT 2 SECOND GRADEMAIN AIM: Groups : 2° G

Function: 2.1. By the end of the lesson the Ss will be able to say if they feel good, sick, ill

or a pain. Also the Ss are going to be introduced to the use of has or have and involvedat the medical vocabulary.

Lesson : 1Teacher: Ing. Salvador Meza Correa.Date: Week from October 15 to 19 of 2007

ACTIVITY OBJETIVE INTERACTIONAND TIME

MATERIAL PROCEDURE NOTES

Introducing thetext.

Predict the text bylooking the picture.

5’Group

Text about anE.R.

Ss are going to observe the picture in the text. And will answer thenext questions: What’s in the picture? Do you know what means E.R.?Have you been there? Who works there?

Read the text Ss listen the readingand repeat.

5´Lockstep Dialogue

betweendoctor,paramedicsand patient.

T. gives to the Ss a dialogue and read it to them, in a loud voice.

Text Work

Ss notice new words inthe text

5´Individually

The Ss will underline all the unknown words identified during thereading. Examples: pain, surgery, wounds, hurt, well, etc. Ss can usethe dictionary to know their meaning.

Ss identify somedetails

5´Lockstep

Ss will identify all the symptoms of the patient, to answer the nextquestion: What symptom does Mr. Kemp presents?

Involve Ss to thevocabulary of medicine

and health.

10’Individually

Linkingexercise

Ss will link the words to their meaning.

Reflection of language

Ss can identify thedifferent ways of askour state of health.

10’Group.

Text of E.R.

Ss look at the words in bold and understand the next grammar focus:Do you feel well? Yes I do/ No, I don’t feel well.Is he sick? Yes he is / No, he isn’t.

Is she well? Yes, she is well/ No she isn’t well.

T. will ask atsome

students that

questionsSs look at the underlined words of the dialogue and notice that “has” isused for third person singular and “have” is used for “I” and for pluralpersons. Then Ss answer the section IV and V . Examples:

He has excellent English / We have great classmates/She has a little baby / I have a bad day.

Understand that “has”is for third person

singular and “have” isfor plural persons.

Productions Ss can use properly“has and have”

depending of theperson.

5’Individually.

Notebook Ss will produce 5 sentences using “has or have”, depending of theperson selected.



LESSON No. 2

I. LOOCK AT THE PICTURES AND ANSWER THE QUESTIONS.

Do they fell well? __________________________Are they sick?__________________ Their faces show pain or ache?_____________________________________________

II. SELECT THE CORRECT NAME OF THE ILLNESS FROM THE BOX AND WRITE ITUNDER THE PICTURE.

Stomachache Sore throat Neckache Tootheach Indigestion Backeach Headeach Flu

_________________ ________________ _______________ ________________



PLAN DE CLASE




Function: 2.1. By the end of the lesson the Ss will be able to express what illness the

people and they are suffering. They will know the name of the most common illnessesand also they will understand that the words ill, sickness and disease are synonyms.





Ss will predict thetext by looking thepictures and using

the knownvocabulary.

5’Group.

Text“ What’s the

problem”

Ss are going to read the text and observe the picture in it, andthen will answer the next questions: Do they fell well? Are theysick? Their faces show pain or ache?

During thelast lesson,they haveincreased

their vocabulary.

Text Work

To know the name of the most common

illnesses.

15´Lockstep Pictures in

the text.

The Ss are going to check the names of the illnesses given inthe box and will try to relate these names with the known

words. Example: Head Headache, indigestion, etc.

The T is going to make mimic to represent the illnessesunknown for the students.

In thissection, tryto avoid theuse of thedictionary.

Ss will notice thatsome words are

synonym

5’Individually Dictionary

The students will search the next questions in the dictionary:ache and pain; illness, sickness and disease and finally the Ssare going to determine if the words are synonyms.

Reflection of Language and

Production.

The Ss are going toexpress what illness

is suffering theperson, by using“has” or “have”.

15 minutes NotebookThe Ss will use the pronouns and illnesses given in the box tomake sentences in his/her notebook, by using “has” or “have”,depending the person:

Examples: I have a toothache.She has stomachache / He has the flu.The dog has indigestion.

To Increase thevocabulary of

illnesses.5 minutes Dictionary

Notebook

The Ss will search five names of different illnesses and thenwill write them in the notebook. All this with the firm intention of increase the vocabulary.



LESSON No. 3

I. READ THE FOLLOWING DIALOGUE.

VICKI: You don’t look too well today. Are you OK Matt?

MATT: No, not really. I’ve temperature, headache and sore throat.

VICKI: Oh dear…I think you are going down with the flu!

MATT: Yes, I think I’m going down with the flu. But I need to fight itoff , because today is the mathematics test.

VICKI: Wait, I have some anti flu tablets in my bag.

MATT: Oh Thanks. That should bring down my temperature.

VICKI: And here’s some water.

MATT: Thanks. (Drinks) Argh! That hurts my throat!

VICKI: Hmm you’re a difficult patient!

VICKI: (Two hour later) So, Matt, how are you feeling now?

MATT: Oh…I’m feeling much better thanks!

II. ANSWER THE FOLLOWING QUESTIONS.

Is Matt recovered? _______________________________________________________



PLAN DE CLASE




Function: 2.1. By the end of the lesson the Ss will be able to express how they feel. Alsothey will identify the main symptoms of the patient.





Ss will predict thetext by looking the

pictures.

5’Group.

Text“ I don’t feel

well”

Teacher will ask: Is he fine? He looks great or terrific? Is hesick? What illnesses do you think is affecting him?

Read the text Ss can identify somedetails of the text.

15´Lockstep

Dialogue

T. gives to the Ss. a text and read it to them in a loud voice. Atthe same time the T will explain the meaning of the next

expression:

Going down with the…. To fight it off….. and bring down my….

Finally the teacher asks: Is Matt recovered?The anti flu tablets worked?

Reflection of Language

Ss will notice thatsome phrases to

express how we feelare synonyms.

10’Individually Text and

Dictionary

The students will look the expressions given at the section IIIand select the synonyms phrases. Examples:

To fight it off To combat

I’m going down with I’m starting to feel ill

In thissection the

students canuse the

dictionary.

Identify thesymptoms of the

patient.

5’Individually Text

Ss will read again the dialogue and are going to circle all thesymptoms that the patient presents, like: Temperature,headache, sore throat.

Production.

To improve thecommunication

between theclassmates, as the

grammar.

10’Teams of 4 Ss.

NotebookIn teams the Ss are going to ask him: “How do you feel” andare going to write his answer in the notebook. If one of hisclassmates is sick the Ss should write all the symptoms of hisclassmates. The T. can use monitors that will act, like if they were sick, so the other students should write thesymptoms.



LESSON No. 4

Are the same illnesses but with different names? Why?

I. READ THE TEXT AND WATCH THE CHART TO SEE THE DIFFERENCESBETWEEN THE ILLNESSES, AND UNDERLINE THE UNKNOWN WORDS.

The common colds are minor infections of the upper respiratory system caused by differentviruses. The flu (or influenza) is a contagious viral infection of the upper or lower respiratorysystem. In both cases the virus is spread from one person to another through tiny dropletsthat are released into the air when a person infected coughs or sneezes. The viruses thatproduce the flu and the cold come from different viral families.

Fever Rare Usually Present (High)

Aches and Pain Slight Usual, often severe

Dizziness and vomit Uncommon Rare in adults.

Tiredness Mild Moderate to severe

Sudden Symptoms Appear gradually Can appear within 3-6 hours

Coughing Hacking (mucus -producing) Dry (non-mucus producing)

Sneezing Common Uncommon

Stuffy nose Common Uncommon

S th t C U

http://en.wikipedia.org/wiki/Respiratory_system

http://en.wikipedia.org/wiki/Respiratory_system



PLAN DE CLASE




Function: 2.1. By the end of the class the Ss will be able to determine the name of the

illness, in base to the symptoms presented. Also they will know the differences betweenthe common cold and the flu. Finally the Ss will identify if is a magazine, newspaper or a

web article.





Ss will makepredictions about the

text.

5’Group.

Text“I have a cold or I have the flu”

Teacher asks: Is he ill? He has got the common cold or theflu? Are the same illnesses but with different names? Why?

Read the text

SS can recognise and

understand quotidiantexts in order to usethem purposefully.

To increase thevocabulary of the Ss

10´Lockstep

Text

T. gives to the Ss the text and read it to them in a loud voice.

During the reading the Ss will underline all the unknownwords. At the end of the reading the teacher will ask theunknown words, and he will explain the meaning of each word.

In thissection thestudents can

use thedictionary.

Text work10’

IndividuallyTrue or false

exercise.Ss will define if the given sentences are true or false accordingto the lesson.


To determine the nameof the illness, in base to

the symptomspresented.

10’Individually

TextThe Ss will read the symptoms given and will chose the nameof the illness in base to them.

Also the students are going to review the next grammar focus:

You are going down with the flu. You are going down with the common cold.

Production.To improve the

grammar by writingabout the health.

10’In pairs.

NotebookThe Ss will write in his notebook three symptoms of thediarrhoea. If they don’t know the symptoms they can search ina biology book or in an encyclopaedia.



LESSON No. 5

I. READ THE CONVERSATION BETWEEN THE DOCTOR AND THE PATIENT.

Patient: Good afternoon Doctor Johnson.

Doctor: Good afternoon Miss Kent. How do you feel?

Patient: I think I’m sick because when I waked up today, I’m star tofell a great pain in my head. That pain was above my eyes. Also

my nose is congested and I don’t feel the taste of the food. Doctor: Ok. Do you feel pain in your joints?

Patient: Yes I do.

Doctor: Ok that sensation is called “body cut”.

And do you feel cold on your feet?

Patient: Yes I feel it, they are like frozen.

Doctor: Do you feel pain in your throat, when you drink water or at themoment of passing the food?

Patient: Just a little bit, it is only during the morningand in the night.

Doctor: Do you sneeze a lot?

Joint



PLAN DE CLASE




Function: 2.1. At the end of the class the Ss will be able to obtain information about the

state of health of a patient by an interrogation. Also the Ss will notice that some wordshave irregular plurals (foot feet)

Lesson : 5

Teacher: Ing. Salvador Meza Correa.Date: Week from October 22 to 26 of 2007




Ss will predict the textby looking the pictures.

5’Group.

Text“I’m sick”

Teacher asks: Is he a doctor? What does a doctor do? Is thepatient sick? What illness does the patient has?


10´

Lockstep

DialogueT. gives to the Ss the text and read it to them in a loud voice.During the reading the Ss will underline all the unknown

words. At the end of the reading the teacher will ask theunknown words, and he will explain the meaning of each word.

In thissection the

teacher canact.

Text work5’

IndividuallyYes or Noexercise.

Ss will define if the given sentences are true (Yes) or false(No) according to the lesson.

Reflection of

Language

To review the use of “do” as a powerful

auxiliary verb to obtaininformation.

10’Group

TextSs look at the words in bold and understand the next grammar focus:

Do you feel……? Yes I do/ No, I don’t.

Then they are going to write this grammas focus in his/her notebook.

Ss will notice that somewords have irregular

plurals

5’Individually

The Ss will answer the next question:What is the singular for feet?

Production.SS can use language

creatively andappropriately in order to

produce short text.

10’In pairs.

NotebookThe Ss will write in his notebook four home remedies for thecommon cold. Also the Ss will write a short dialogue betweena doctor and a patient using “do” or “does”, depending of theperson.



LESSON No.6

Do you know what means “should”? Do you know what is an imperative sentence?Do you know what’s a suggestion or advice?

I. READ THE NEXT DIALOGUE WITH A CLASSMATE.Luis: Hello dad, how are you?

Dad: I’m good, but your Mom is not very well son.

Luis: Is she sick?

Dad: Yes she is. She has an stomach infection.

Dad: Son, We are worried because our English is not very well, andwe don’t understand the instructions that the doctor gave us.

Luis: What told you the doctor?

Dad: He gave us the following medical instructions:

• Take two antibiotic pills each eight hours.

• You should eat bland food as chicken soup, rice, potatoes, etc., during two days.

• Drink too much water or beberages as gatorade or juice of fruits.• Stay in bed for at least one day.

• You should not eat junk food as potato chips, maruchan’s soup, etc.



PLAN DE CLASE




Function: 2.2. At the end of the class the will differentiate between an advice (using the

modal verb should) and a medical instruction (in an imperative form).

Lesson : 6

Teacher: Ing. Salvador Meza Correa.Date: Week from October 22 to 26 of 2007





text.

5’Group.

Text“Advices or Indications”

Teacher asks: Do you know what means “should”? Do youknow what is an imperative sentence?Do you know what’s a suggestion or advice?

Read the text

Ss can identify somedetails of the text, so

they can try to establishthe differences betweenan imperative form and

the modal verb“should”.

20´Lockstep Dialogue


The Ss will notice that the modal verb “should” is used for giving advices, an then they will try to establish the nextgrammar focus:

For and affirmation we use Should.

For a negation we use Shouldn’t.

Finally the Ss will understand what an imperative form is, andwill try to do a rule for the imperatives.


To differentiate

between an imperativeform and the modal

verb “should”.

10’

Individually

TextThe Ss are going to underline all the imperatives and circle allthe suggestions of the text.

Finally they are going to answer the next question:

Your friends give you, medical advices or instructions?

Production.Ss can identify thepurpose for writingabout the health.

10’Individually.

NotebookThe Ss will write in his notebook three suggestions and twomedical indications for the sore throat.



LESSON No. 7

I. READ THE FOLLOWING TEXT.

The main cause of dead in Mexico is the Diabetes Mellitusthat is a disease, in which the body doesn't produce or properly use insulin. Insulin is a hormone produced in thepancreas, and is needed to turn sugar and other food intoenergy. When you have diabetes, your body can’t make

enough insulin or can’t use its own insulin. In other words,diabetes means that your blood sugar is too high. Your blood always has some sugar in it because the body usessugar for energy; it's the fuel that keeps you going. But toomuch sugar in the blood is not good for your health.

If the diabetes is not controlled can lead to blindness, heart

disease, kidney failure, amputations of the lower extremitiesand nerve damage.

http://www.jornada.unam.mx/http://www.americanheart.org/

HOW TO PREVENT OR DELAY DIABETES?

• Eat lots of vegetables and fruits daily.

•

You should include fish in your meals 2-3 times a week.• Exercise your body at least 30 minutes daily.

• You should eat whole grains as beans and rice.

• You should check your blood sugar level twice a year



PLAN DE CLASE




Function: 2.2. . To read a medical article written with advices and medical instructions.

Finally the Ss will identify if is a magazine, newspaper, letter or a web article.

Lesson : 7

Teacher: Ing. Salvador Meza Correa.Date: Week from October 29 to November 2 of

2007





text.

5’Group.

Text“What’sdiabetesmellitus”

Teacher asks: Do you know where is the pancreas? What

hormone does it produce? Which is the name of the disease

when high levels of azucar are had?What is the diabetes? Do you have relatives with this illness?

Read the text

Ss can recognise andunderstand quotidiantexts in order to usethem purposefully.

To increase thevocabulary of the Ss

10´Lockstep

TextT. gives to the Ss the text and read it to them in a loud voice.During the reading the Ss will underline all the unknownwords. At the end of the reading the Ss in pairs, are goingto try to infer the meaning of the unknown words .

In thissection the

students canuse the

dictionary.

Text work10’

IndividuallyTrue or false

exercise.Ss will define if the given sentences are true or false accordingto the lesson.

Reflection of

Language andProduction

To classify statementsinto advices or medical

instructions.

10’Individually

TextThe Ss are going to classify the statements to prevent thediabetes into imperatives (I), or advices (A), and finally theywill write the corresponding letter in the given chart.

To debate the type of data source.

10’Gender war Board.

All the boys are going to be placed in one side of theclassroom, and the ladies in the other side of the classroom.The two teams are going to say to the teacher why they thinkis a web article, medical article, etc.



LESSON No. 8

I. LOOK AT THE PICTURE AND ANSWER THE FOLLOWING QUESTIONS.

What is in the picture? ______________What’s its name in plural? _________________ What do you think is the lesson about? ______________________________________ The nouns foot and tooth have a regular form in plural? __________________________

II. READ THE NEXT DIALOGUE.

Martha: Ouch, my tooth is aching.Oscar: Why you don’t take an aspirin?Martha: No thanks. I don’t like to take medicine without a prescription.Kelly: I think you shouldn’t go to the school today.Martha: Oh no. It isn’t necessary to be absent, the pain is not intensive.Oscar: The best thing for you is to drink a cup of hot tea.

Kelly: No Oscar! The hot beverages are not good for the toothache.Kelly: Try putting a clove ointment on your tooth.Martha: That’s a good idea, that’s the home remedy of my Mom.Oscar: If I were you, I would go to the dentist.Martha: I prefer to try the ointment, because I hate dentists.

III. MATCH THE WORDS TO THEIR MEANING. FOLLOW THE EXAMPLE.

Tablets ( ) a) Pills containing a certain amount of medicine.

Capsules ( ) b) Small containers which you swallow as they contain a



PLAN DE CLASE




Function 2.2 and 2.3. At the end of the class the Ss will be able to give advices to their

classmates, relatives and friends. Also the Ss will notice that some words have irregular plurals (tooth teeth)

Lesson : 8

Teacher: Ing. Salvador Meza Correa.Date: Week from November 5 to 9 of 2007




Ss will predict the textby looking the pictures.

10’Group.

Text“My tooth is

aching”

Teacher asks: What is in the picture? What do you think is thelesson about? What means aching?

Ss will notice that somewords have irregular

plurals

Teacher asks:What’s its name in plural?

The nouns foot and tooth have a regular form in plural?


10´Lockstep

DialogueT. gives to the Ss the text and read it to them in a loud voice.During the reading the Ss will be focus in the texts in bold, andthe teacher will explain the meaning of every expression. Atthe end of the reading the Ss in pairs, are going to try toinfer the meaning of the unknown words .

Text WorkTo increase the medical

vocabulary of the Ss10’

Individually.Linkingexercise The Ss will link the words to their meaning.

In thissection the

students canuse the

dictionary.


Production

To follow structuredmodels of

spoken/writtenlanguage to give health

advices

15’Individually

Notebook

The Ss are going to write advices in his/her notebook for the

stomach ache, using:• Try drinking……..

• If I where, I wouldn’t go……..

• You should go………

• Don’t eat / don’t drink………

• The best thing for you is…….

• If I were you, I would……

• You shouldn’t ……..

• Take……



LESSON No.9

Do you know what an ankle is? _____________________________________________

How many ankles do we have? ____________ Where are they?___________________

I. READ THE NEXT DIALOGUE.

Marc : Hey Peter, Hey Jane. Can you help me with thedownstairs?

Peter: Yes of course, what happened to your ankle?

Marc: It’s dislocated. I was playing basketball and I did a baddribble.

Jane: Why you don’t put some ice on it? That reduces theinflammation.

Marc: That’s a great idea, but where we can find ice in the park.

Jane: How about taking a hot shower? That reduces the pain.

Marc: That would be nice, but there aren’t public bath rooms inthe park.

Peter: Why you don’t go with the orthopaedic doctor?

Marc: Because I can’t drive my car remember my ankle it’s dislocated



II. ANSWER THE NEXT QUESTIONS They found ice for the dislocated ankle? _______________________________________

Jane called to Marc parents? _________________________________________________

Are public bath rooms in the park? ____________________________________________

Does Marc can drive? ______________________________________________________

III. IF YOU WERE A FRIEND OF MARC WHAT SUGGESTION DO YOU GIVE HIM,

AFTER HE VISITED THE DOCTOR? MARK THE BEST SUGGESTION FOR YOU.

How about staying in bed?

Should I bring you a cup of tea?

Why you not buy a new ankle?

How about jumping on the bed?

IV. WRITE IN YOUR NOTEBOOK FIVE SUGGESTIONS FOR THE FLU, USING:

How about………Do you want me to……Should I……….Why don’t you………

V. LOOK AT THE PARTS OF THE HUMAN BODY AND KNOW ITS NAME IN ENGLISH.PRACTICE THE PRONUNCIATION WITH A CLASSMATE.



1 - hair2 - head3 - eye4 - ear5 - nose6 - lips7 - face

8 - neck9 - shoulder10 - arm11 - elbow12 - wrist13 - hand14 - thumb15 - fingers16 - breast17 - chest

18 - stomach19 - abdomen20 - bottom21 - thigh22 - leg23 - knee24 - ankle25 - foot/feet26 - big toe27 – toes



PLAN DE CLASE




Function: 2.3. At the end of the class the students will be able to make and to offer suggestions or advice, as well as to answer them.

Lesson : 9Teacher: Ing. Salvador Meza Correa.

Date: Week from November 5 to 9 of 2007




Ss will predict the textby looking the pictures. 5’

Group.

Text“My ankle”

T. invites the Ss to look at the picture and asks: Do you knowwhat an ankle is? How many ankles do we have? Where arethey? What do you thing is the text about?

Read the textand text work.

Ss can identify somedetails of the text.

10´Lockstep

Dialogue


During the reading the Ss will be focus in the texts in bold, andthe teacher will explain the meaning of every expression.

5’Individually. Text

Ss answer the questions individually and then check theanswers in group: They found ice for the dislocated ankle?Jane called to Marc parents? Are public bath rooms in thepark? Does Marc can drive?

5’Individually Ss will select the best suggestion for the Marc’s ankle.


Production

Ss learn how to make

and offer suggestions

5’

Individually

Text Ss look at the words in bold and reflect their meaning, then the

teacher asks: Their meaning is different that the meaning inSpanish? The context change a lot?

To follow structuredmodels of

spoken/writtenlanguage to give health

advices

15’Individually

Notebook The Ss are going to write suggestions for the flu, using:

How about………Do you want me to……Should I……….Why don’t you………



LESSON No. 10

I. Look at the picture what is wrong with the girl?

What do you thing is the text about?II. Read the text.

Today, Liza woke up with a sore, burning and itch in the nose, it was a horrible zit, she wasconcerned, so she asked some people to help her and these were the suggestions:

Liza’s mother: -You should drink two bottles of water and exercise regularly! That willbring oxygen to your skin.Liza’s father : -The best thing for you is to eat fresh fruits and vegetables.Liza’s older brother : -If I were you, I would mix the juice of one lemon with drops of rose water and apply this mixture on the face and let it stay for half hour. Wash your face with fresh water.

Liza’s best friend: -Why don’t you take a tube of toothpaste and rub some on your pimple before you go to bed?Liza’s grandmother: -How about mix a spoon of sugar with two of honey, apply themixture in the face and give it a little massage, then wash your face?Liza’s boyfriend: -Try holding a piece of ice on the area for two or three minutes.

III. Answer the following questions.1. What is a zit o pimple? A spot/a headache /a blackhead2. What happened to Liza? ____________________________ 3. Which remedy do you thing is the best? ________________ 4. Why?



PLAN DE CLASE




Function 2.1, 2.2 and 2.3. By the end of the session Ss will be able tomake suggestions about some healthy problems.

Lesson :

10Teacher: Liliana Erives, Norma Arguelles, Salvador Meza


ACTIVITY OBJETIVEINTERACTION

AND TIME MATERIAL PROCEDURE

Prediction of the textSs use knowledge to makeprediction about the text.

5 minGroup

Text“Oh No,

Acne again!”

T. invites the Ss to look at the picture and asks:What is wrong with the girl? What do you thing isthe text about?

Textwork

Ss read the text to identify somedetails.

10 minLockstep

Text

T. gives the Ss. the text and asks them to read it.Ss answer the questions individually and thencheck the answers in group: What is a zit opimple? What happened to Liza? Which remedyis the best? Why?

Reflection onlanguage:

Answer and reflectthe questions

Ss notice the use of quantifiersand the word “of” withuncountable nouns.

15 minIndividual,

Group

TextHandout

Ss look at the words in bold and reflect thequestions: two bottles of water, drops of rosewater, a tube of toothpaste, a spoon of sugar,a piece of ice. What name receives the followingwords: bottle, drop, tube, spoon, and piece? Whydo you think that before water-toothpaste-sugar-ice is used a quantifier? What word is next to thequantifier? What do you notice in the use of “of”?Which other words do you think that needsquantifiers? List five of them.

Text production: Ss can produce a text with 10 to20 words, about home

remedies

15 minBy teams

Sharing texts

NotebookText

Ss will give suggestions to Liza with the homeremedies that he/she use for the acne.



LESSON No. 11

I. Look at the text. What is it? Do you have one? What do you do in a messenger?

II. Read the text.

XXXX

[email protected] says: Mom, I’m a little confused. I don’t understand the meaning of the word “Sick”.

Yesterday my best friend said “I feel sick”, and then she throw up.

I don't comprehend because my teacher said the other day “I’m sick of you”and after that, she left the class.

Then I remembered that the other day you said to me that “I’m homesick”,because I'm far of my house”.

But that is not all I’m just heard on the TV that “the murderer is a sick person”.

I looked in the dictionary and it says that sick is “to be ill” but that don’tanswered the question. Can you help me to understand?

[email protected] says:Sweetheart, just look the context of the word.

mailto:[email protected]






III. Answer the questions.

a) What’s the problem with Alice? __________________________________________

b) Why is she confused? _________________________________________________

c) Who is she writing? ___________________________________________________

d) What does Alice mom answer? __________________________________________

IV. Read again the sentences. Match the columns.

1) I feel sick.2) I’m sick of you.

3) I’m homesick

a) Tired, exhausted.b) Nauseous, dizzy.

c) ailing unwell not well



PLAN DE CLASE



UNIT 2 SECOND GRADEMAIN AIM: Groups : 2°G

Function 2.1, 2.2 and 2.3: Text discussing health problems and givingadvice/ suggestions for ss to notice the different meaning that a single term

may have depending on the context of use (sick)

Lesson : 11

Teacher: Liliana Erives, Norma Arguelles, Salvador MezaDate: Week from November 12 to 16 of 2007



Text prediction Ss use knowledge to makeprediction about the text.

10 minGroup

TextWhat’s sick?

T. invites the Ss to look at the picture and asks:What is it? Do you have one? What do you do ina messenger?

Text work Ss read the text to identify somedetails.

15 minIndividual

TextWhat’s sick?

T. gives the Ss. the text and asks them to read it.Ss answer the questions individually and then

check the answers in group: What’s the problemwith Alice? Why is she confused? Who is shewriting? What does Alice mom answer?

Reflection onlanguage

Ss notice the different meaningthat a single term may have

depending on the context of use(sick)

10 minPairs

Handout Read again the sentences. And match thecolumns. I feel sick. I’m sick of you. I’m homesick.The murderer is a sick person. Sick is “to be ill”.a) Tired, exhausted. b) Nauseous, dizzy. c) ailing,unwell, not well. d) Bad, disturb, morbid. e)Nostalgic, melancholic.

Text production Ss can produce a text using thetext as an example.

10 minIndividual

HandoutNotebook

Ss write in their notebook 5 sentences using thedifferent meanings of sick.



LESSON No. 12

1. LOOK AT THE PICTURES DO YOU KNOW A TEENAGER THAT DRINK ALCOHOL? DO YOU THING THERE IS AN ALCOHOL PROBLEM AMONG YOUNG PEOPLE?2. READ ABOUT IT.

Another morning, another hangover. SarahWatson does not enjoy the experience. “It’s not very nice

being drunk,” she says. “You get full of your self and thenyou get a headache.”

But Sarah is not an adult recovering from a heavynight in the bar. She is a 12 and one of a growing number of young children who know the taste –and the effects- of alcohol.

Sarah is one of the lucky ones. She says her experience is relatively limited. But by the time they reach14, most children have tried alcoholic drinks, according toa nationwide survey on young people and drinking.

Seventy-three per cent of 13- to 14- year-old

Experimentation with alcohol begins at an early age.Typically in the form of a glass of wine shared withparents.

Drinkline, the national helpline for people withdrink problems, said the dangers of alcohol were beingoverlooked because of the concerns about drugs.

Sarah Watson said: “Many people act as throughcigarettes can do more damage, and they take time totalk about drugs, but never about alcohol. When adults dotalk about it, they just say it’s really bad, and that’s theend of the conversation.”

“I could live without alcohol,” said Sharon O’Dea,15. “But if you go to a party, it is better than talking drugs.”

M E li h t d i k l h l th th i



5. UNDERLINE THE “AND”, “OR” & “BECAUSE” OF THE TEXT. CAN YOU EXPLAIN THEUSE OF EACH ONE? WRITE THE ANSWER IN YOUR NOTEBOOK.

6. WHAT DO YOU THINK ABOUT DRINKING TEENAGERS? WRITE ABOUT IT IN YOUR

NOTEBOOK.



PLAN DE CLASE




Function 2.1, 2.2 and 2.3: Authentic text with instructions about how to use

certain medicine for ss to notice that some linking devices indicate addition(“,” and) while others indicate cause (because) or alternative (or).

Lesson :





Text prediction Ss use knowledge to makeprediction about the text.

10 minGroup

TextWhat’s sick?

Ss will look at the pictures. Do you know ateenager that drink alcohol? Do you thing there isan alcohol problem among young people?

Text work Ss read the text to identify somedetails.

10 minIndividual

TextWhat’s sick?

Ss read the text and underline the difficult words.Read the definitions. Then answer the exercise:

Are these sentences true (T) or false (F)?Reflection on

languageSs notice that some linkingdevices indicate addition (“,”

and) while others indicate cause(because) or alternative (or).

10 minPairs

Handout Underline the “,”, “and”, “or” & “because”. Of thetext. Can you explain the use of each one.

Text production Ss can produce a text using thetext as an example.

15 minIndividual

HandoutNotebook

Ss write about: Why do you think about drinkingteenagers? Write about it.



LESSON No. 13

1. Look at the pictures. What do you think is the text about? Do you or somebody of your family use pill for lose weigh? What the common instructions to take pills?2. Read the instructions.

Welcome to a better health, and congratulation for obtain the best natural product

of the last times to be healthy and lose weigh. Exclusive from France to Mexico.

Instructions:

For better results, it’s necessary to take one pill before eat food, (3 times per day).It’s normal that during the firs week present symptoms of diarrhoea and inflammation in the abdomenbecause the apple extract is purifying your organism.You will notice how you are beginning to lose fat, get more energy and in general enjoy a better health.

Use this treatment constantly during a month or you won’t notice the results.

A bottle contains: 90 pills.Ingredients: apple extract, vinegar, le pomme groupe recipe.

Cautions: don’t take in case of allergy to the ingredients. Everybody olderthan 5 years old can take them, in case of can’t take dissolve in a glass of

warm water.

3. Answer the questions.

♦ What is “Apple Extracts”? ____________________________________________________ ♦ Where are the pills from?_____________________________________________________

♦ What did the instructions recommended for better results? __________________________

Wh t t t d i th fi t k?



PLAN DE CLASE




Function 2.1,2.2 and 2.3 Authentic text with instructions about how to use

certain medicine for Ss to notice that some linking devices indicate addition(“,” and) while others indicate cause (because) or alternative (or) .

Lesson :





Text predict ion Ss use knowledge to makeprediction about the text.

10 minGroup

TextApple extract

Ss look at the pictures. What do you think is thetext about? Do you or somebody of your familyuse pill for lose weigh? What the commoninstructions to take pills?

Text work Ss read the text to identify

some details.

15 min

Individual

Text

Apple extract

Ss Read the instructions and answer the

questions. What is “Apple Extracts”? Where arethe pills from? What did the instructionsrecommended for better results? What symptomscan you present during the first week? Why?What you will notice? What happens if you don’tuse it during a month?

Reflection onlanguage

SS notice that some linkingdevices indicate addition (“,”and) while others indicate

cause (because) or alternative(or) .

10 minPairs

Handout Match the columns.( ) or ( ) and & ,( ) because

1. Linking device that indicateaddition.2. Linking device that indicatecause.

3. Linking device that indicatealternative.

Text production Ss can produce a text usingthe text as an example.

15 minIndividual

HandoutNotebook

Ss Invent a product that improve your health,name it, and write instructions for it.This homework will be used for the portfolios.



PLAN DE CLASE



UNIT 2 SECOND GRADE

MAIN AIM: Groups : 2° G, H, I, J, K

Ss produce a set of instructions regarding to health and body andorganize ideas coherently with the help of peers, the teacher or byconsulting different sources of information.

Lesson : 14Teacher: Liliana Erives, Norma Arguelles, Salvador Meza



MATERIAL PROCEDURE

Makinginstructionsabout health

Ss can identify the purpose of writing about health, andorganize ideas coherently

with the help of peers,teacher or a similar text.

50 min

Magazines,medicalbooks,

reports, etc.portfolios

T asks to the Ss to choose a topic for theinstructions. Then organize the ideas and askthe Ss to consult different sources of information. Using other texts as example.After that in groups of 5 persons completethe instructions and put in the portfolios.



LESSON No. 15

The letters are useful to communicate with other people, weather to ask or answer information.

The topic in a letter can change; you can use it to congratulate a person or to giveconsolations. Also the mail can establish contact between two people, because when youwrite you expect an answer.It is necessary to distinct the different kinds of people that you are going to write, if theperson is an important or business man or to a friend or to a kid or a family or a coworker,etc.

1. WRITE IN A SHORT TEXT, THE MAIN IDEA OF THE TEXT THAT IS SUGGESTEDFOR EACH LETTER. LOOK AT THE EXAMPLE:

Answer to a solicitude of personal information.My name is Blanca Sanchez. I live in Zacatecas, on the 28 Miguel Hidalgo street. I’mstudding in Benito Juarez High School.

a) Inform to a friend that lives in Acapulco that you are going to visit him. ________________________________________________________________________ b) Apply for a job in a car factory.

________________________________________________________________________ c) Give thanks to an uncle that gave you a bicycle.

________________________________________________________________________ d) Give an apology to the teacher for miss the last class.

________________________________________________________________________ e) Ask for permission to the Principal of the school to miss classes for a week. ________________________________________________________________________



PLAN DE CLASE




To prepare the Ss for write a letter. Lesson : 15





Ss use knowledge tomake prediction about

the text.

5’Group.

Text“Writing a

letter”

T. invites the Ss to look at the title of the lesson and asks: Doyou know what a letter is? What’s a letter? Have you sent aletter? Do you know the parts of a letter?

Read the text To introduce to the

students to the subjectof the letter.

10’

Lockstep.

TextT. gives to the Ss the text and read it to them in a loud voice.During the reading the Ss will underline all the unknown

words. At the end of the reading the teacher will ask theunknown words, and he will explain the meaning of each word.

Text work andProduction.

The Ss can produceindividual sentences inpreparation to write a

letter.

15´individually Section 1

The Ss are going to write in a short text, the main idea of thetext that is suggested for each letter.

To know the parts andcomponents of a letter.

15’Individually. Section 2

The Ss are going to choose from the box the correct word ineach definition.



LESSON No. 16

(a letter to a pen friend introducing yourself and your family)

1. Read the letter and match the sentences (A-C) to the paragraphs.

A) There are five people in my family.B) Well, that’s all about me and my family.C) Hi! I’m Louise Peters and I’m fourteen years old.

Dear Samantha,

( ) I’m short and slim with long brown hair and green eyes. I’m a student and I live with my family inPortland, USA.

( ) My brother’s name is Thomas. He’s six years old. He’s got short blond hair and blue eyes. He is verynoisy. Jill, my sister, is tall with blonde hair and blue eyes. She is seventeen years old and very attractive.My mother is a dentist. Her name’s Ruth. She’s got curly brown hair and she’s very kind and friendly. Myfather, Jack, is a teacher. He’s quite tall and he’s and he’s very clever.( ) Please write soon and tell me about your family.

Love,Louise

2. Read the letter again and answer the questions.

1) Who is the letter from? Who is the letter to?2) How does the letter star/end?3) Which paragraph is about Louise’s family? How does Louise describeeach member? Which paragraph is about Louise? What does she say about her self?What is the last paragraph about?

3. Write a letter introducing yourself and your family to your pen-friend (60-80words), using the plan below. You can use the past letter as a model.



PLAN DE CLASE




Ss produce a skeleton of the text to be written, identifying and establishing the basic

organization of components (letter/ e-mail: introduction, body, conclusions) with the help of

peers, the teacher or similar text.

Lesson : 16






the text.

5’Group.

Text“Writing a

letter”

T. invites the Ss to look at the title of the lesson and asks:What means introducing yourself?


To identify andestablish the basic

organization of components of a letter.

10´individually Section 1

The Ss are going to read the letter and then they are going toput it in order, by matching the letters A, B and C.

15´individually

Section 2Notebook

The Ss are going to read the letter that is in order and answer the next questions in his/her notebook:

Who is the letter from? Who is the letter to?How does the letter star/end?Which paragraph is about Louise’s family?How does Louise describe each member?Which paragraph is about Louise?

What does she say about her self?What is the last paragraph about?

15’Individually. Section 3

The Ss are going to write a letter introducing himself or herself and his/her family to his/her friend, using from 60 to 80 words,and using the letter plan given.

This letter will be in the Ss portfolios.



LESSON No. 17

Write a letter/e-mail to a friend asking for advice to deal with a specific illness/ ache or personal problem. Remember to use the parts of the letter that you see in lesson 15 and16.

1. Think about a health problem you had have in the last days.

2. Decide who of your classmates you are going to ask for an advice.

3. Make notes about the principal symptoms of the illness.

4. Use the next letter plan to write it.

LETTER PLAN

Name of the Receiver (Dear + friend’s first name)

Introduction(Paragraph 1) (Greetings, why are you written for?)

Main Body(Paragraph 2) (The health problem and the principal characteristics of it, how did the

problem begin?)

Conclusion



PLAN DE CLASE




Ss make a letter/e-mail of a friend asking for advice to deal with a specific illness/ ache or

personal problem.

Lesson : 17






the text.

5’Group.

Text“Writing”

T. invites the Ss to look at the title of the lesson, and asks:Do you want to write a letter for a classmate?Why you don’t write the letter?Do you know the parts of the letter?

Read the text To unify the parametersfor doing the letter.

10’Lockstep. Text

T. gives to the Ss the text and read it to them in a loud voice,

and at the same time the teacher explains the instructions for doing the letter.



letter.

30’Individually. Notebook

The Ss are going to write a letter in base to the letter plangiven.




LESSON No. 18

Answer the friend’s letter/e-mail giving an appropriate advice.

1. Read the letter that you friend send.

2. Think about the health problem and search in the internet, books or ask to older people how can you solve the problem?

3. Decide witch advices are you going to give to your friend (no forget to use: youshould, why don’t you...? If I were you I …, etc.)

4. Use the next letter plan to write it.

PLAN

Name of the Receiver (Dear + friend’s first name)

Introduction(Paragraph 1) (Greetings, why are you written for?)

Main Body(Paragraph 2) (the solutions for the problem using: you should, why don’t you...? If I wereyou I …, )

Conclusion(Paragraph 3) (Closing remarks thanks for trust in you I hope you feel better etc )



PLAN DE CLASE




Ss answer the letter to his/her friend giving an appropriate advice, applying knowledge

and vocabulary obtained until that class.

Lesson :

18Teacher: Ing. Salvador Meza Correa.






the text.

5’Group.

Text“Writing”

T. invites the Ss to look at the title of the lesson, and asks:What is an answer?Have you answer the letter of your friend?Why not?

Lest go to answer that letter.

Read the text To unify the parameters

for doing the letter.

10’Lockstep.

TextT. gives to the Ss the text and read it to them in a loud voice,and at the same time the teacher explains the instructions for doing the answer letter.



letter.

30’Individually. Notebook

The Ss are going to write an answer for the letter that theyreceived, by using the plan letter given.




Possible Distribution of Contents 2o. Grade Unit 2.Health and the Body. (24 Sessions)

From October 15 to December 14, 2007.

LESSON 1 LESSON 2 LESSON 3

Function: 2.1. By the end of the lesson the Ss will be ableto say if they feel good, sick, ill or a pain. Also the Ss are

going to be introduced to the use of has or have andinvolved at the medical vocabulary.

Function: 2.1. By the end of the lesson the Ss will beable to express what illness the people and they are

suffering. They will know the name of the mostcommon illnesses and also they will understand thatthe words ill, sickness and disease are synonyms.

Function: 2.1. By the end of the lesson the Ss will be able toexpress how they feel. Also they will identify the main

symptoms of the patient.


Function: 2.1. By the end of the class the Ss will be able todetermine the name of the illness, in base to thesymptoms presented. Also they will know the differencesbetween the common cold and the flu. Finally the Ss willidentify if is a magazine, newspaper or a web article.

At the end of the class the Ss will be able to obtaininformation about the state of health of a patient by aninterrogation. Also the Ss will notice that some words

have irregular plurals (foot feet)

Function: 2.2. At the end of the class the will differentiatebetween an advice (using the modal verb should) and amedical instruction (in an imperative form).


Function: 2.2. . To read a medical article written withadvices and medical instructions. Finally the Ss willidentify if is a magazine, newspaper, letter or a web article.

Function 2.2 and 2.3. At the end of the class the Sswill be able to give advices to their classmates,relatives and friends. Also the Ss will notice that some

words have irregular plurals (tooth

teeth)

Function: 2.3. At the end of the class the students will be able

to make and to offer suggestions or advice, as well as to

answer them.


Function 2.1, 2.2 and 2.3. By the end of the session Ss willbe able to make suggestions about some healthyproblems.

Function 2.1, 2.2 and 2.3: Text discussing healthproblems and giving advice/ suggestions for ss tonotice the different meaning that a single term mayhave depending on the context of use (sick)

Function 2.1, 2.2 and 2.3: Authentic text with instructionsabout how to use certain medicine for ss to notice that somelinking devices indicate addition (“,” and) while others indicatecause (because) or alternative (or).

LESSON 13 LESSON 14 LESSON 15Function 2.1,2.2 and 2.3 Authentic text with instructionsabout how to use certain medicine for Ss to notice thatsome linking devices indicate addition (“,” and) whileothers indicate cause (because) or alternative (or) .

Ss produce a set of instructions regarding to healthand body and organize ideas coherently with the helpof peers, the teacher or by consulting differentsources of information.

To prepare the Ss for write a letter.

Lesson 16 Lesson 17 Lesson 18

Ss produce a skeleton of the text to be written, identifyingand establishing the basic organization of components(letter/ e-mail: introduction, body, conclusions) with thehelp of peers, the teacher or similar text.

Ss make a letter/e-mail of a friend asking for advice to

deal with a specific illness/ ache or personal problem.

Ss answer the letter to his/her friend giving an appropriate

advice, applying knowledge and vocabulary obtained until that

class.


GENERAL REVIEW EVALUATION: FORMAL EVALUATION OF UNIT 2: EXAM FEEDBACK ON EXAMS

LESSON 22 LESSON 23 LESSON 24ORAL EXAM ORAL EXAM ORAL EXAM



Escuela Secundaria Federal No. 13

Batalla de sacramento

SEGUNDA UNIDADLengua extranjera

INGLES

Segundo grado

Ing. Salvador Meza Correa.

2d grade unit 2. plan of class

Documents