Lesson
2. Listen Then, read the statements and discuss with your partner if they are true (T) or false (F). 8 Invite students to go to page 107 and have different volunteers read the definitions of the glossary words for this unit. Encourage them to use the words in sentences. Then, return to page 26 and read instructions aloud. Organize the class into pairs; explain to them that they will listen to a conversation between a woman and a doctor, but that before listening, they should read each statement in silence; if necessary, explain what each one refers to. Play Track 8 for them to perform the task and then play it again to check, pausing after each answer is given. In case the statement is false, ask students to tell you the true statement (b. Her children have the flu. / d. The fever may be relieved with a warm bath.). 3. Decide with your partner which word fits each space. Listen to check. 9 Students will continue working in pairs to broaden their vocabulary related to health care. Draw their attention to the words in the box and invite them to go to page 107 to look for the glossary words so they can check their meaning. Then, ask volunteers to read the paragraph aloud and clarify any doubts they may have. Once you are sure pairs understood all the words, give them some time to discuss between them which the best word is to write in each of the spaces provided. Check by playing Track 9 and pausing after each answer is said. 4. Match the columns and explain which details helped you know the answers. To contrast where and through which means the instructions are given using contextual clues, have students match the columns. Once you have checked orally, ask: How do you know the instructions in Activity 2 were given through a telephone conversation? (because of the dial tones). And in Activity 3, what clues helped you answer? (the microphone noises).
How Do We Take Care of Our Health?
1
Look at the picture and discuss the questions.
Social Practice of the Language To give and follow instructions for health care Achievements š ([plore instrXFtions to take Fare of health. š ,nterpret instrXFtions. š Write instrXFtions Xsing graphiF sXpport. Product: Poster Academic and Educational Environment
a Have you ever got the u?
b How did you feel?
c What did you do?
2 Listen. Then, read the statements and discuss with your partner if they are true (T) or false (F). 8 a The woman is worried. b Her children have stomach ache . c The doctor recommends rest and to drink uids. d The fever may be relieved with a pill . e If children get worse, they should pay a visit to the doctor. T F T F T
3 Decide with your partner which word fits each space. Listen to check.
9
avoid
sick
rest
worry
u
sick
u
worry
If you get
with
symptoms, don’t
too
rest
avoid
much. Just stay home, get a lot of contact with other people. However, if you feel very sick, contact your doctor. , and
4 Match the columns and explain which details helped you know the answers.
radio health care center telephone conversation
a Instructions in Activity 2 b Instructions in Activity 3
26 Lesson 1
Achievement
Explore instructions to take care of health.
Teaching Guideline
Use contextual clues to contrast where and through which means the instructions are given.
Development
What is the difference between good health and poor health? Ask aloud the question: What is the difference between good health and poor health? and elicit answers. If students don’t know, use mimicry to show them the difference. Then, ask them to tell you what they do to take care of their health. 1. Look at the picture and discuss the questions. Organize the class into pairs. Ask if they know what the flu is. Have them guess by looking at the picture and miming the signs and symptoms (headache, fatigue, cough, sore throat, fever). Ask each of the questions aloud and invite different students to answer. In case they don’t have enough vocabulary, encourage them to use body language and facial expressions to answer.
Differentiated Instruction
Activity 2: Use the Individual Response Card Strategy to help shy students participate without the fear of being heard. Tell each student to fold a recycled sheet of paper and cut it in half. On one of them, they will write the letter T and on the other, the letter F. Invite them to show you their cards when you check the answers of the activity. Activity 3: Use the Choral Response Strategy when you check orally to practice overall assessment without singling students out.
Unit 3
T26
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