MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGIA

PROGRAMA DE INGLES DE INMERSION PARA LA COMPETITIVIDAD

CENTRO DE CAPACITACION Y ENTRENAMIENTO PROFESOR JUAN BOSCH

SEDE CENTRAL Y COLEGIO SANTIAGO APOSTOL

L
DATE: August 29th, 2016
UNIT 7: Health

SHIFT: Morning
LESSON A: How do you feel?

TEXTBOOK:
TEACHER:

OBJECTIVES OF THE SESSION: By the end of this session SWBAT recognize and name 10-15 health problems, identify specific an
listening, and report what they've listened, check how someone feels, implement 3-4 expressions to describe symptoms.
KEY VOCABULARY

GRAMMAR STRUCTURES

Faint, cough, sweat, scratch, shiver,

sneeze, cold, runny nose, asthma, burn,
diarrhea, blister, fever, arthritis,
sunburn, constipation, rash, dizzy,
lightheaded, drowsy.

OBJECTIVE:
TIME
A) 10-15
mins

B) 5-10
mins

Expression to describe symptoms

I have...
I feel...
I can't stop...
My ...hurts.

MATERIALS
- Teacher's book
- Student's book
- Whiteboard
- Markers
- Radio, speakers, CD2, TV

WARM UP/ LEAD IN ACTIVITY

STAGES
PROCEDURE
-T writes the date, his name and the objectives of the
- Attendance taking
lesson on the board.
- Board setting
-Teacher calls students names, and gives feedback
about their situation (in case that some sts have
missed or being late in the previous sessions.)
Warm up/ Lead in
activity.
Skill:
- Speaking

-Ss will present the Idiom and phrasal verb of the day.
Two Ss were selected to present them. They will have
to present examples and elicit examples from their
classmates.

By the end of this session SWBAT recognize and name 10-15 health problems.
OBJECTIVE:

TIME/PAGES
30-35
mins

STAGES/ACTIVITY
- Vocabulary and
Grammar
Skill:
- Speaking

PROCEDURE
- T previously assigned the vocabulary as a homework.
Ss should be ready to present. T will choose randomly
some Ss to present the vocabulary. T will help adding
some extra words to the list.
-Direct Ss attention to page 70. Have them complete
activity A and B, discuss each sentence presented on
the activity.
-Have Ss complete page 38 on their workbooks.
Ask and answer
What makes you lightheaded?
What gives you indisgestion?
Have you ever fainted?

OBJECTIVE:By
thevocabulary
end of thisrelated
session
specific
and general
information from a listening, and report what the
to use
to SWBAT
physicalidentify
appearence
to describe
people.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
25-30
mins

Listening
Skills:
- Writing and
speaking

- Explain the task: Ss will listen to news report about

an illness. Have Ss closed their books and T plays the
listening. CD2 track 1.
-Have Ss write a short report of what they've just
listened afterwards T plays the listening again so that
Ss can complete activity A and B. Have 2-5 share with
the class their report.
- Match Ss with a partner, so that they can compare
answers. Finish with a class disscussion!

OBJECTIVE:By
thevocabulary
end of thisrelated
session
how someone
feels.
to use
to SWBAT
physicalcheck
appearence
to describe
people.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
35-40
mins

Speaking
Skills:
- Writing and
speaking

-Present the conversation by asking Do you like going to

the doctor? How often do you visit the doctor? T plays
track 4 CD 1. Have Ss underline any unknown vocabulary.
T will help Ss understand the words.
-Go over the Useful Expresions box with Ss. Talk about
questions to check how some one feels; ask Ss to add
more questions to the list.

35-40
mins

Speaking
Skills:
- Writing and
speaking

-Present the conversation by asking Do you like going to

the doctor? How often do you visit the doctor? T plays
track 4 CD 1. Have Ss underline any unknown vocabulary.
T will help Ss understand the words.
-Go over the Useful Expresions box with Ss. Talk about
questions to check how some one feels; ask Ss to add
more questions to the list.
-Match Ss with a partner and have them choose a
situation that a person might encounter in a daily basis,
such as falling, having a strong headache, etc. Then have
them prepare a similar role play.
T selects 6-8 couples to present.

By the end of this session SWBAT produce a a short paragragh about an experience they had participating
- Writing
practice.
OBJECTIVE:By
to use
thevocabulary
end of
thisrelated
session
to SWBAT
physicalimplement
appearence3-4
to describe
expressions
people.
to describe symptoms.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
50-55
mins

- Grammar
Skills:
- Speaking and
Skills:
writing.
- Writing and
speaking

-T previously assigned the expressions as a homework.

Ss should be ready to present. T will choose randomly
some Ss to present the language link. T will clarify and
make sure Ss understand.
-Have Ss complete activities A & B. Discuss the
answers with the class.
-In pairs. Have Ss complete activity C, Finish with a
class discussion. Afterwards. T introduces the word
insurance, Have Ss discuss differences between DR
and US.

By the STAGES/ACTIVITY
end of this session SWBATPROCEDURE
implement present perfect to produce 10-12 questions and answers.
TIME/PAGES
to use vocabulary
related to physical appearence
describe
people.
Give each to
student
a copy
of the worksheet, or make
15 - Grammar
your ownthe
with
items that are more relevant to your
-Correct
homework.
20mins
10WRAP UP
students.erases
The students
circulate
the
and
-Teacher
the board
, asks around
students
to room
organize
15mins
Skills:
-Workbook
and
ask chairs
each other
inclass.
the present perfect, as in
the
and questions
dismiss the
- Writing and
Homework
correction.
the model. Whenever a student gets a yes answer,
speaking
he/she writes down the name of the student who said
5-10 mins
-Homework
yes and their answer. The students need to find only
assignment
one student who answers yes. If a student receives a
no answer, the student must continue to question
others until
he/she
receives
a yes answer
tothey
thatshould also make the necesary adjustme
Note: 1) Teachers should adapt the lesson plan to their students.
2) Since
teachers
have different
break time
question. Each student continues until he/she fills in all
his/her blanks. Ss have to give full answers.

yes and their answer. The students need to find only

one student who answers yes. If a student receives a
no answer, the student must continue to question
others until he/she receives a yes answer to that
Each
student
continues
he/she
fills
all better plans.
3) Teachers should try to follow the lesson plan in class.question.4)
Feedback
are expected
fromuntil
teacher
in order
toin
prepare
his/her blanks. Ss have to give full answers.

IA Y TECNOLOGIA
COMPETITIVIDAD

SOR JUAN BOSCH

ANTIAGO APOSTOL
World Link 3
Angel Estevez

TIME:
PAGES:

4 hours
70-74

problems, identify specific and general information from a

describe symptoms.
EXPRESSIONS/FUNCTION

her's book
nt's book
board
ers
, speakers, CD2, TV

Checking how someone feels

Are you ok?/Are you all right?
How do you feel?
How are you feeling?
Is anything the matter?
Is something wrong?

RESOURCES
- The gradebook
- Markers

- Whiteboad
- Markers

ASSESSMENT
-Teacher doublecheck the grade
book.
-Sends the Grade
book to the office.
- Evaluate Ss'
knowledge of the
vocabulary.

RESOURCES
-

Markers
Whiteboard
S's book
T's book.
Notebooks

ASSESSMENT
- Observe Ss'
interaction, take
notes and provide
feedback.
- Evaluate Ss'
comprehension of the
vocabulary.

tening, and report what they've listened.

RESOURCES
ASSESSMENT

Radio or Speakers
Audio CD
S's and T's book
Notebooks

RESOURCES
- T's book
- S's book
- Notebooks

- Observe Ss hability
to listen for specific
information.

ASSESSMENT
- Observe Ss
performance.
Help as needed.
Clarifies any doubts.

- T's book
- S's book
- Notebooks

- Observe Ss
performance.
Help as needed.
Clarifies any doubts.

ce they had participating in any settings

s.
RESOURCES
ASSESSMENT
- S's book
- T's book
- Notebooks

uestions and
answers.
RESOURCES
-Computers
- T's book
- Workbooks

ld also make the necesary adjustment

Observe and give

feedback as
necessary.
Clarifies any doubts.

ASSESSMENT
Observe and give
feedback as
N/A
necessary.

repare better plans.