Lesson Plans: Ask for and Give Help in an Emergency

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Contents and Language


I have Asthma
He’s got a  cold
My leg aches.
I got a broken arm
It’s a good idea to take cough syrup
apply some alcohol
Take a  pill and laxatives
Parts of the body: liver, kidney 
What’s the matter? have a. / I got a …
Procedures: first, then, finally…Should / shouldn’t/ must.It’s important to / not to…Commands: sit down, rest… The doctor said to / not to…

Functions


  1. Calling 911 for an emergency
  2.  Asking and giving help in a problem.
  3.  Advising people what to do in an emergency.

Values and Attitudes


  1. Friendliness when helping others.
  2. Respect for rules,procedures and laws.
  3. Sympathy towards others’ problems and emergencies.
  4. Responsibility when doing actions.
  5. Sensibility towards other people’s pains.
  6. Sensibility for living beings.

Culture

  1. Different ways to ask for help in English and in Spanish.
  2. Names for diseases and procedures in an emergency.

Reading 


Objective: Interpreting written information from texts

Pre-reading: 

Teacher introduces vocabulary about possible emergencies that come as as result of accidents or nature  and new vocabulary included in ways to prevent emergencies

During- reading

Task #1: Students write about preventions for emergencies and they linked those measures to one or several emergencies

Task #2: Students unscramble words and phrases to form the measure to prevent emergencies

Task #3 Students answer a multiple choice exercises about measure to prevent emergencies

 Post- reading

Students see a pictures in a Powerpoint presentation and describe what measure are important to take in case of emergency

 

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss’ oral ability to describe measures to take in case of emergency


Writing


Objective: Writing sentences with coherence and sequence

Presentation

Teacher introduces phrases  such as:

It is important to …. when a/an [example of an accident]

if a/an [example of an accident] happens , It is important to ..

If there is a/an [example of an accident], You should…

Practice 

Task #1: Students unscrambles words to make reccomendations, then they read them and highlight the use of the structures taught during the presentation stage.

Task #2: Students complete a cloze test with information about measures to take in case of an emergency

Task #3: Students using the examples covered in the previous task , write recommendations in case of an emergency

Production

Students choose a slip of paper with emergencies and they create a pamphlet with recommendations for such type of emergency

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss ability to write sentences with coherence by checking/reading their pamphlets.


Listening


Objective: Understanding details in simple sentences.

Pre-reading: 

Teacher introduces vocabulary about diseases and ailments and focuses on the pronunciation of the key words such as earache, stomache.

Teacher drills the pronunciation of key phrases such as I have an earache, She has a headache and so on based on that the students are able to predict what the text will be about

During-listening

Task #1:  Students listen sentences and number them. Students listen for a second time a highlight the key vocabulary that was presented in the pre-listening stage.

Task #2:  Students listen to a recording with sentences and unscramble them to make sentences that have logical meaning.

Task #3: Students listen to a dialogie and write the words where the information is missing

Post-listening

Students using a presentation talk about the ailments that people  suffer.

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss’ oral ability to describe health issues during a presentation


Speaking


Objective: Taking part in dialogues and conversations on the phone.

Presentation

Teacher introduces vocabulary used when reporting an emergency to the 911

Practice 

Task #1: Students unscrambles slips of papers with sentences and form conversations that people had during a call to the 911

Task #2:  Every pair of students choose a  conversation and practice it with a partner paying special emphasis to pronunciation and fluency.

Task #3: Students complete a template of a conversation and practice it with a partner

Production

Students do a role-play in which they take part in conversations by phone

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss’s ability to take part in conversation by phone during a role-play.


 

 

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