LESSON PLAN

TEACHER: Mare Iulia-Georgiana TEXTBOOK: High Flyer -upper intermediate LESSON: Get better soon GRADE: 8th grade TIME: 50 min

Lesson aims: -to develop Ss speaking competence by sharing ideas about symptoms and prevention of the contraction and spread of the flu - to activate Ss vocabulary linked to health and illness and to practice new one related to aches and pains - to enrich SS vocabulary by studying medical terms related to health and illness and proverbs containing body parts - to practice reading comprehension - to develop writing creativity by activating the emotional, intra- and inter-personal intelligence through role-play doctor and patient and by creating an influenza vaccine brochure. - to practice degrees of obligation/ advice /interdiction Objectives: By the end of the lesson the students will be able to: O1. Consider how disease control is similar to detective work, acquire essential concepts about the prevention and control of disease. O2. Understand - how the immune system functions to prevent or combat disease; O3. Demonstrate competence in the general skills and strategies of the writing process. O4. Act as "doctor-detectives" to determine what disease a fellow classmate is "suffering from." ACTIVITIES: Activity 1 WARM-UP/DO NOW: BRAINSTORMING FOR IDEAS-10 Aim: -to warm-up the students -to make the lead-into the subject Specific competence: 1.1 to understand specific written or oral messages 2.1 to express personal reactions to what they hear (speaking abilities) Derived competence: expressing opinions, making connections with previous experience Procedure: Upon entering class, students respond to the following prompt (written on the board

prior to class):What is the flu? What is a flu vaccine, and for what is it used? Do you or anyone you know get a flu vaccine each year? What are the characteristics of influenza? How does it affect the body? - Why is flu considered a seasonal disease? When is flu season? - Is the flu contagious? How is it transmitted? - Who discovered the flu? Where is the disease believed to have originated? - How prevalent is the flu in human history? How old is the disease? - How many people a year does the flu affect (in cases of illness and deaths)? After a few minutes, allow students to share their responses. Discuss as a class why a vaccination is important for particular groups of vulnerable people, such as the very young, the very old and the ill. Interaction: T-SS; SS-T; SS-T Activity 2 VOCABULARY FOCUS Aim: to activate already taught vocabulary General competence: 1 to understand oral or written messages (Listening abilities) Specific competence: 1.1 to understand specific written or oral messages Procedure: T checks up Ss vocabulary: using the error correction method Eg. I have a sore tooth/joint ache/ stomach ache eliciting from the students the right collocation: headache/sore throat/sore eyes/ toothache/ stomach-ache/ earache/ back-ache/knee pain/joint pain SS are asked to mime the aches and pain in order for the visual and kinaesthetic Ss to consolidate the meaning of words and to gain a relaxed atmosphere in the classroom. Interaction: T-SS; SS-T; SS-T Class management: whole-class activity Evaluation/assessment: class observation Activity 3 VOCABULARY BUILDING USING COLLOQUIAL PHARASES AND PROVERBS General competence: 1 to understand oral or written messages ( Listening abilities ) Specific competence: 1.1 to understand specific written or oral messages 2.1 to express personal reactions to what they hear (speaking abilities). Method: group work Procedure: SS receive handouts with colloquial phrases containing parts of the body (Hand-out 1) and are asked to make up the definition or to find a synonym of the phrase. SS receive a second handout (Hand-out 2) proverbs containing parts of the body and are asked to think of a synonymous one in their mother tongue. Feed back: Ss will present their definitions, respectively their Romanian proverb equivalent and the most humorous will be written on the Bb. Interaction: T-Ss ; Ss-Ss ; Ss-T