UNIVERSIDAD AUTNOMA DE CHIAPAS

ESCUELA DE LENGUAS TUXTLA

Licenciatura en la Enseanza del Ingles
Seminario de Titulacin
Made by: Sancho, Dagoberto Marzo 2012

UNIT 3: ARE YOU OK?

TARGET LANGUAGE: ENGLISH
COVER SHEET
Instructor: Dagoberto de Jess Sancho Barrita.
Level: A2
Method: CLT, CLL, TPR.
Focus of the lesson: Body Parts, Home remedies and Advice.
Aim of the lesson: a)To Activate the Ss reading comprehension skills, listening skills,
speaking skill, and writing skill. b)To activate Ss schemata in common situations.

Objectives:
1. To get Ss to understand the use of advice in different situations without using
grammar structures.
2. To make the students learn vocabulary items through activities.
3. To practice and produce the knowledge learnt in the classroom.
4. To help students improve their Reading comprehension skills, listening skill,
writing skill, and speaking skills through integrated activities.

Assumptions:
1. Ss may use present continuous, and they can apply it.
2. Ss may know all the words.
3. Ss could understand the English Level used by T.

Anticipated problems and possible situations:

2. AP. - Some Ss may not understand or get confused with the topic.
PS. T will repeat the example and use example so, Ss can understand better.

3. AP. - Some Ss may not understand or get confused with the activities.
PS. T will explain the activity in a different way and give the answer number
one for clarifying the doubts.

4. AP - Some Ss may not understand the English level used by Teacher.

PS. - T may change the level of English used, or may use gestures and other
|explanation.

Material needed:
1) Blackboard 2)Book 3) Marker 4)CD 5)CD player
 UNIT 3: Are you OK? LESSON PLAN
TIME STAGE/ ACTIVITY PROCEDURE INTERACTION AIM
T greetings. To activate the
Presentation Then, T will do a vocabulary brainstorming about some Ss schemata.
parts of the body..
T- SS
Greetings. T will ask to the students to open the book in the Unit 3:
Introduction of the class Lesson 1 Are you ok? Then, T will ask to the Ss to do the
first activity, on it, Ss will have to fill in some spaces with Ss-T
the correct part of body.
Finally, T will check the vocabulary exercise in group,
but not in a common way. T asks to student to mention a
part of the body and the Ss has to repeat it touching
him/herself that part.
T will ask to Ss to go on page 2. To develop the
T will focus the Ss attention on the vocabulary in Ss listening
highlighted. T-Ss skills.
T will play the audio program and Ss will listen the To check the
Practice and Production conversation between Brian y Kenichi. Ss-Ss
correct
T will ask to 2 students to read the conversation with pronunciation
the same fluency like Brian y Kenichi. and intonation.
T will point out the irregular parts of the body, teeth and To reinforce the
feet. vocabulary
learnt.
Production Finally, T will ask to the Ss to write down other To practice
conversation based on the previous conversation. pronunciation.
T will elicit some Ss to pass in front of the classroom To check if
T-Ss
and make them to read their conversation. students
understanding.
To recycle the
vocabulary.
Presentation T will act out some illnesses, and the Ss will guess what To reinforce the
Vocabulary: Illnesses kind of illness is. Then, T will write down on the board the vocabulary learnt
name of the illness. T-Ss previously.
T will ask Ss to open the booklet in the page 2, then, Ss
will do the exercise 3, in which Ss have to match the
illnesses 1-7 with the correct picture.
Practice and Production Ss will turn the page (pag.3) on this; the activity number To practice
4 says that the Ss will do a conversation with some pieces pronunciation.
of information. For example: To check if
T-Ss
Are you ok? / Are you all right? students
Yes, Im OK, thanks. understanding.
Ss-Ss
Yes, Im fine To recycle the
Oh, Im sorry about that. vocabulary.
Im sorry to hear that.
T will mention some Ss names. Then, Ss will act out the
conversation.

Practice T will ask Ss to do the next activity. On it, Ss will have To activate the
to read some pieces of information about some medicine Reading
packages. Then, they will have to decide if some T-Ss Comprehension
statements about the text are true or false. skill.
Ss-T
T will check the Ss answers.
T will point out the Useful Language which is going to
be the introduction to the next topic.
Introduction T will do a vocabulary brainstorming about some To activate Ss
Home remedies advices that we give in a common life. T-Ss skills.
Vocabulary: Advice T will write some Ss ideas on the board
Practice T will ask Ss to open the booklet in the page 5. To activate the
Ss will do the first exercise, on it, Ss will match Reading
situations with the most suitable advice. T will not give T-Ss comprehension
the translation of the sentences until they finish. skill and Ss
Then, T will give the meaning of each sentence, and at understanding.
the same time, T will check the Ss answers.
Finally, when the T finishes checking the answer, he is
going to ask Ss to do the next activity (1b). In that activity,
Ss will have to match some remedies with a problem.
Production T will explain a Speaking activity and point out the To practice
useful language explained on the page 4. In the speaking T-Ss fluency.
activity Ss will say, for example: To check
A: Whats wrong? Do you have a headache? Ss-Ss
pronunciation,
B:No, I dont.
A: Do you have a toothache? B: Yes, thats right.
Practice T will ask Ss to turn the page (pag. 5). In this page, Ss To activate the
will do a reading exercise. Ss will have to relate the home Reading
remedies learnt in the page 4 (exercise 1b) with the T-Ss Comprehension
paragraphs presented in the reading. skill.
Ss- T
T will play a game with the Ss. The main role is to read To speak
aloud without making mistakes at the moment to read the fluency and check
sentence. If the Ss make a mistake, s/he is going to read Ss pronunciation.
again and again until s/he reads clearly.
FOLLOW-UP On the page 5 exercise 3, Ss will have to write what To activate the
they think about the home remedies or in some cases if Writing Skill.
they have tried some of them. T will give them more T-Ss To improve the
expression in order to their writings will be better. Writing Skill.
To activate, Ss
writing
understanding.