Lesson template 20 Unidad temática: Unit 7 - Health problems and first aid

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Dumrauf Johanna
Institución educativa: Nuestra Señora de Pompeya
Año y sección: 4 año Naturales
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 25 alumnos
Tipo de Planificación: Clase
Unidad Temática: Health problems and first aid
Clase Nº: 20
Duración de la clase: 1 hora
Fecha de la clase: 1 de septiembre
Fecha de entrega de la planificación: 25 de agosto
Learning Aims
During this lesson, learners will be able to…
 To read about the history of medicine.
 Develop speaking skills by expressing opinions about the text;
 Develop reading and listening skills with a text about History of medicine;
 To foster students’ individual and collaborative work with a game and when
expressing their ideas about the text;
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to
health problems: a
bad chest – a broken
arm – a cold – a
cough – a cut – an
earache – a
headache – a store
throat – a stomach
 Expressing their
opinion;
 Talking about
health problems.
 Present simple
 Past simple
 Superlative form

2. ache – a temperature
- toothache
N
E
W
 Vocabulary related to
medicine: doctor-
diagnosis – herbs –
drugs – chemist -
examine
 Expressing their
opinion;
 Talk about the
history of
medicine;
 Talk about ancient
vs modern
medicine
 Past simple: “What
did people do
hundreds of years
ago?.”
Materials
 Phases 2 student’s book – Macmillan

3.  Blackboard
 Cards
Procedures
(2 minutes):
I’ll say “good morning, everyone” to the students and ask them how they are.”
Scaffolding strategies: asking
Transition comment: Are you ready? Great! Let’s start!
(10 minutes):
We will review the vocabulary learned in the last class with a game. We play "What's up?"
I will write on the board the question What happens? and I will explain what this question
means. I will then display the student cards, face down, on my desk and I will explain the
game. I will divide the students into two groups. I am going to invite 2 students who
represent each group (student A and student B). We will be playing in turns. Therefore,
student A will pick up a card but will not show it to her classmates. Student B will ask
"What's up?" and student A has to answer (eg, "I have a stomach ache"). Then student B
has to do the gesture (eg, for "stomach ache", rub their belly). If the student B does the
gesture correctly, they can keep the card for 1 point. And so with each group. The group
with the most points is the winner.

4. Scaffolding strategies:asking, modelling, explaining
Transition comment: “Today we are going to work on medicine and what happened
before when people had a health problem. Let’s go to the student’s book and open on
page number 79.”
(10 minutes)
We will work on page 79. I will ask the students about the title of the article and I will ask
where they can read an article like that: on the Internet, in a general interest magazine, as
a prologue or introduction to a book, etc. Then I will ask the students to read the words in
orange and circle the ones they expect find in the article (medical, diagnosis, herbs,
chemical, examine). We will analyse and explain the words in orange on the board.

5. Scaffolding strategies:modelling, asking, explaining.
Transition comment: “Well done! Let’s continue.”
(15 minutes)
I will ask students to read the text to check if their predictions were right. I will check global
comprehension through these questions: “What is the article about? Did the ancient
Egyptians have illnesses and doctors? What did people use in the past when they were
ill?”

6. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Great! Now, we are going to read the text one more time and do
some activities about it”
(10 minutes)
I will explain the activity. I will say “Now we are going to listen the text. Please follow the
text as you listen.”
After reading and listening, I will say “Look at the “word check chart”. We have three words
here. Did you find them in the text? What do these words refer to? What does the word
“prescription” mean? What about the word “diagnosis”? remains?”. I will ask them to look
for those three words in the text and together we will analyse them.
Then, I will explain “Now, let’s answer the questions in point number 7."
While the students carry out the activity, I monitor each one of them in case they need
assistance. Then, we will check the activity together.

7. Audio link:
https://drive.google.com/file/d/1xQYkisgs6p9hhHwsGLp7VBem5Egehxhb/view?usp=sharing
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Now we are going to do activity number 8.”
(10 minutes):
I will say “In this case we have to read the statements and say whether they are true, false
or not mentioned. Please, correct the false ones. Check orally. Let’s answer them. You
can do it!”

8. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Good job everyone! Next class we will continue working on this
topic and others. That’s all for today.”
(3 minutes):
I will say "Good job everyone. See you next Tuesday! Have a nice weekend!"
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations