4.3 March 20th
To provide review of body parts and pains and aches in the context of talking about health
To provide fluency speaking practice in a conversation in the context of talking about health
Procedure (55-57 minutes)
The teacher welcomes students to the topic of the hour, and sets a context by having students ask and answer the following questions: How many parts of your body can you name? What are some important things about your body? How do you take care of your body? Do you think your body is beautiful? Why? What can you do to help your body be healthier? What can we do with our hands? Ears? Eyes? Nose Mouth? Legs While the students work, the teacher monitors. The teacher provides content feedback afterwards
The students will move on a section in Nearpod where, in groups, they will have to draw human body parts and name them. While students work, the teacher monitors. Then, the students receive content feedback They will also enter to this link (https://www.educaplay.com/learning-resources/3537316-aches_pains.html) and play the game
The teacher projects a slide in nearpod where the following set of questions are seen: What is the difference between ache and pain? How do you say: -_____ a fever - ______ sick to the stomach -______ coughing Options: have, feel, be How do you ask what is the problem? Students then start answering, and the teacher confirms, or not?
The students are given the following link https://learnenglish.britishcouncil.org/vocabulary/intermediate-to-upper-intermediate/body-parts-2 as a test to solve in breakout rooms. While the students work, the teacher monitors. Then, the teacher provides feedback.
The students are given the following context by the teacher: Ask and answer: What do you usually do when you feel bad? What home remedies do you know? Do you believe home remedies are better than medical treatment? Why? What do you think about "alternative" medicine? Which is better: "alternative" medicine or traditional medicine? Why? Do you believe in "Big Pharma" and conspiracies about it? (In case you do not know, research and talk about it) What do you think about the antivaccine movement? Do you agree/ disagree with what they say? Why? The students answer questions in group, while the teacher monitors After time runs out, students come back to the general session and receive content feedback