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1 SIOP Long Lesson Plan STANDARDS: LESSON TOPIC: What could be wrong?

: Describing illnesses CONTENT OBJECTIVES: By the end of the lesson, students will have learned about various illnesses, their symptoms, their causes, and their cures. LANGUAGE OBJECTIVES: By the end of the lesson, students will: -have watched and listened for new ideas in a short video about feeling sick -have read for main ideas in a short passage about sicknesses, their causes, and their -be able to orally express their physical feelings -have written short sentences describing illnesses, and will be able to express in writing their opinion about how to stay healthy LEARNING STRATEGIES: role play activity, grouping configurations, fill in the gap activity, modals posters, handout for use of modals KEY VOCABULARY: temperature, flu, fever, headache, nausea, sore throat, cough, sneeze, broken, doctor, patient, medication, vaccine/shot, symptom KEY GRAMMAR POINT: modals of probability and possibility: might, may, could, must, should, can MATERIALS: name tags, Prezi, Youtube clip, Fill in the gap article, aspirin bottle, thermometer, modal posters, modal handout, MOTIVATION (building background): (3 min) Posters presenting the vocabulary and the modal verbs will be hung throughout the classroom. 1. Introduce myself, and have the students introduce themselves. (1 min) 2. Warm-up activity: How are you feeling today? Working with the person next to you, talk about how you feel physically today. (1 min) Instructions will be shown on Prezi as students complete this activity. 3. Ask the students, Is anybody sick right now? How do you feel?? (1 min) PRESENTATION (language and content objectives, comprehensible input, strategies, interaction, feedback): (4 min) 1. Content and language objectives will be listed in simple language on the Prezi for students to read. I will ask a student to read these out loud. (1 min) cures THEME: Health

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Commented [F1]: Yes. Be sure to add Name. It helps me when working with files/filing Commented [K2]: Bridget Style Definition: Caption Commented [F3]: Look forward to seeing this plan in action! Looks quite good! Style Definition: Normal: Font: (Asian) Arial Unicode MS, Left, Don't allow text to wrap in the middle of a word, Adjust space between Latin and Asian text Style Definition: Header: Space After: 0 pt, Line spacing: single, Widow/Orphan control, Suppress line numbers, Snap to grid, Tab stops: 3.25", Centered + 6.5", Right + Not at 3.13" + 6.27" Style Definition: Comment Text: Font: 10 pt, Line spacing: single Style Definition: Footer: Space After: 0 pt, Line spacing: single, Widow/Orphan control, Suppress line numbers, Snap to grid, Tab stops: 3.25", Centered + 6.5", Right + Not at 3.13" + 6.27" Style Definition: Comment Reference: Font: 8 pt Style Definition: Balloon Text: Font: (Default) Tahoma, (Asian) Arial Unicode MS, 8 pt Commented [4]: It goes well with content objectives rather than topic. Commented [HC5]: I like your topic! Students will be able to learn something which is good! Commented [6]: Nice try! Interesting! Commented [K7]: Can you reword this to be something more assessable. Like students will be able to identify characteristics belonging to each illness, describe their symptoms and give examples of their cures. Commented [F8]: Agree with Sarah. Commented [9]: Applying subskills in it, nice job. Commented [K10]: Great job including the sub-skill within your objectives. Commented [F11]: Good point, Sarah! You made note of my comments! Yes. Bridget: Good job! Commented [K12]: Great to include this as well! So helpful. Will you only address affirmative modals, or will you include ... Commented [F13]: Great! Commented [14]: Very good use of learning environment. Commented [15]: This approach seems to me a bit general ... Commented [K16]: How else will you solicit this? Maybe you ... Commented [K17]: Maybe ask how do you feel sick? Commented [HC18]: If nobody feels sick at that time, what ... Commented [19]: This is good to understand for ...

Commented [K20]: This can be intimidating, maybe ask for a ... Commented [F21]: Good idea from Sarah.

2 2. a. To make links between cultures, I will ask students to answer the following question in triads: Where you are from, what do people do to stay healthy? Are there any traditional beliefs about how to get better? (3 minutes) Question shown on Prezi. 3. I will ask the students to keep the following HOT question in mind throughout the lesson: What can we do to prevent ourselves from getting sick?? PRACTICE AND APPLICATION (meaningful activities, interaction, strategies, practice & application, feedback): Transition: You just talked with each other about how you feel physically. Because it's winter, many people might be feeling sick. If you have to go to the doctor, you will need to know some words to help the doctor figure out what might be wrong. --go to Prezi 1. Discuss new vocabulary. Each new word will have its own slide, complete with a picture. Gestures will also be used. Does anybody have any questions about any of the new words? (4 min) 2. Show words and pictures for fever, flu, cold, headache, and nausea. Ask students to answer in groups of three Which of these do you think could be the most serious? Why?? (2 min) 3. Let's watch a video with some advice about how to stay healthy. Try to remember some of the advice the doctor in the video gives. (3 min) Any questions about what we just saw? What advice did she give? (2 min) Transition: When we describe our physical feelings to a doctor, he or she might predict what illness we have. However, they might not be completely sure. In English, when we want to talk about what might or could be possible, we use words called modals. (1 min) 1. Refer to a list of the modals (organized from most certain to least certain) on Prezi. Each modal will be used in one example sentence. Draw students' attention to how these words are directly followed by verbs without to and that they never change spelling. (3 min) 2. Transition: Fill in the gap activity: Students will be given a passage containing both modals and the vocabulary. In pairs, students will help one another to fill in the gaps in their individual passage. Then, they will be asked to summarize in writing the main points of the passage. Instructions will be given on Prezi. (5 min) Transition: So, now that you're familiar with both ways of talking about sickness and how to make guesses, I want you to practice. 1. I am going to split you up into pairs to create a dialogue. One of you will be a patient and one will be a doctor. The patient will describe how they are feeling, and based on this information, the doctor will try to guess what illness the patient might have, using a modal. Model an example for students. (Instructions written on Prezi; students will be given a word bank) (7 min) If there is time, ask several pairs to present their dialogues to the class. REVIEW AND ASSESSMENT (review objectives and vocabulary, assess learning): (5 min)

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Commented [22]: Interesting thinking and try to expand the content. Formatted: Outline numbered + Level: 1 + Numbering Style: 1, 2, 3, + Start at: 2 + Alignment: Left + Aligned at: 0" + Indent at: 0" Commented [F23]: scaffold=give an example Commented [K24]: This should be really interesting, will you pre-prepare your groups (to a degree as you cant really know for sure who will be there) so that you have a mix of cultures? Commented [25]: I like this. Commented [K26]: I think this is great! Prevention, not something western medicine really puts any emphasis on. Commented [27]: Yes, this is definitely HOT. There is no right answer thats why there are so many books about this. Commented [28]: I need help of this. Commented [HC29]: Good visual support! Formatted: Outline numbered + Level: 1 + Numbering Style: 1, 2, 3, + Start at: 1 + Alignment: Left + Aligned at: 0" + Indent at: 0" Commented [30]: Nice scaffolding for beginners. Commented [K31]: nice Commented [32]: Why do you think of this question? Unexpected!! Commented [HC33]: Before having them watch the video, do you think if it is better to ask them to express the feeling when they feel sick using the new vocab? It wont necessarily be an activity, but just asking and having some T-S interaction.

Commented [K34]: great idea to set it up this way, the visual will be super helpful as well. Formatted: Outline numbered + Level: 1 + Numbering Style: 1, 2, 3, + Start at: 1 + Alignment: Left + Aligned at: 0" + Indent at: 0" Commented [HC35]: Provide some hand-on materials for students to review. Commented [K36]: How will they do this? By guess? I like the idea of best guess for the most certain you could be Commented [37]: Im pleased you have this activity instead of having only gap-filling activity. Commented [38]: This is so good.

Commented [39]: I love this role-play. Throughout the lesson plan, you presented great & excellent scaffoldings. Commented [HC40]: Very good activity! Have them act out! Look forward to it! Commented [41]: Review activity is also great. But there are so many activities so that you and Ss could be in a rush. Please make sure your time-line.

3 Transition: OK, I think you guys learned a lot of new vocabulary today. Let's see how well you remember it all. 1. Charades: Students will be chosen at random to come to the front of the room to act our a vocabulary word that they draw out of a bag. (5 minutes) The teacher will be able to assess overall student comprehension of vocabulary through the Charades game, through informal in-class assessment, and by collecting the homework. EXTENSION: (1 min) Give the students a handout about more specific rules of modals of possibility and probability. For homework: On your own, write a short paragraph (4-6 sentences) about things you can do to stay healthy and avoid the illnesses we talked about in class. Feel free to include cures from your own culture. Instructions listed on Prezi. (1 min)

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Commented [HC42]: Good activity to review vocab! Formatted: Outline numbered + Level: 1 + Numbering Style: 1, 2, 3, + Start at: 1 + Alignment: Left + Aligned at: 0" + Indent at: 0"

MATERIALS Fill in the gap passage: Fall and winter are cold and flu season -- when people are most likely to catch the viruses that cause the flu and the common cold. Research may be just starting to provide evidence for long-held beliefs. For example, scientists for years dismissed the idea that getting cold and wet might cause colds or flu. But recent studies have shown that cold temperatures cause stress on the body. That stress can create conditions more inviting to viruses, so dressing warmly before going outside really could prevent illness. Doctors say if you have a cold and are hungry, you should eat. But a fever, especially a high one, suggests a more serious problem. People are usually not hungry anyway when they have a high fever. Eating might even cause a person to vomit. But drinking plenty of liquids is important. A fever can easily dehydrate the body. Doctors suggest that a fever should be treated if it prevents a person from sleeping, or if it stays at 104 Fahrenheit (~40 Celsius) or above for a day or more. A temperature that high can damage brain cells. Aspirin can be used to reduce pain and fever. Vaccines may also be used for some illnesses. They do not protect everyone who gets them, but even if a person does get sick, the vaccine can limit the effects of the virus. With the same partner, write 3-4 sentences summarizing the main points of this article. Text adapted from: http://www.voanews.com/specialenglish/archive/2008-10/2008-10-21voa3.cfm?renderforprint=1