Unit4StayHealthyLesson26ClassopeningForideasandtipsonbeginningaclass,see“teachingTechniques”atthebackofthisteacher’sguide.Step1:cometo“Thinkaboutit.”Step2:Checktoseeifthestudentshavepreviewedtereadingasrequired.Askiftheyhaveanyquestionsconcerningthetext.Encourageotherstudentstotryanswerthequestions.Youmaypresentthisriddletotheclass:Whatisitthatyoucancatchbutcannotthrowaway?Atthispoint,brainstormtherelatedvocabularyregardingfeelingill.Selectoneortwosentencefiguredoutthemeaning.Ifastudentrepliescorrectly,himorhertosharethestrategiesusedtopuzzleoutthemeaning.Remembertogivelotsofpraiseforagoodtry,evenifit’swrong.Step3:tellthestudentstheyaregoingtolistentoastoryaboutBran.Playtheaudiotape.Havetheclassfollowtheaudiotapewhilelookingatthetext.Step4;dividetheclassintopairsofstudents.HavestudentstakeontherolesofBrianandJenny,andactoutthedialogue.Step5:ifyouhavetimedividetheclassintogroupsoftwotofour,withonestudenttakingtheroleofthesickpersonandtheothersuggestingwhatthesickpersoncoulddoforhisorherparticularproblem.Encouragestudentstosuephrasesfromthereading.Havethegroupmemberschangerolessothateveryonehasachancetoplaytheroleofboththesickpersonandtheadvisor.Step6:cometo“Project1.”Beginunitproject1.thisprojectcancoverthreelessons.Thestudentsworkinsmallgroupstolearnaboutcommonillnesses.Theytakepartinrole-playsaboutmeetingwithadoctoranddescribingtheirillnesses.The“TeachingTechniques”sectionatthebackofthisteacher’sguideprovidessuggestionsforintroducinganewproject.Ifyouarecomfortablewithpretendingorrole-play,onewaytointroducethistopicistopretendyouaresickandtodescribeyoursymptomsverydramatically!Youcouldpaintspotsonyourface.Sayyoufeelterrible.Astudentspretendingtobeadoctoraskswhat’swrongwithyou,andtellsyouwhatillnessheorshethinksyouhave.Then,tellthestudentsthattheywillbelearningaboutcommonillnessesinthislesson.Dividetheclassintosmallgroupsandinstructthemtoreadtheirstudentbooksandreaderstofindoutfactsabutcausesandsymptomsofcommonillnesses.Encouragestudentstoassisteachotherinfindingorunderstandinginformation’s,ifnecessary,studentsshouldmakeindividualnotesofthefactstheyfind.Continueunitproject1.Studentsformthesamegroupstocompletetheirnotemakingonsymptomsandcauses.Whentheyareready,introducetherole-playactivity.thispartoftheunitprojectwillbedoneovertwolessons.First,instructstudentstodividethemselvesintosmallergroupsoftwoorthree.Ingroupsoftwo,onepersonwilltaketheroleofdoctorandtheotherwilltaketheroleofsickpatient.Ingroupsofthree.Onepersonwillbethedoctor,anotheraparent,andthethirdasickchild.Thesesmallrole-playgroupswillperformoneatatimewhiletheotherstudentslisten.Thepatients(includingtheparentsandsickchildren)shouldchooseanillnessthattheyhavemadenoteson.Thentheywillrole-playmeetingwiththedoctoranddescribingthesymptomsoftheillnessusingthevocabularyandphrasesfromthislessonandotherEnglishwordstheyknow.Thedoctorsshouldasksquestionstohelpthepatientsexplainhowtheyfeel.Thenthedoctorsshouldidentifytheillnessthatthepatienthas.Thedoctorscansuggestatreatmentiftheyhaveinformationintheirnotes.Iftheydon’tknowwhatthebesttreatmentwouldbe,theyshouldtellthepatienttogetplentyofrestandcomebacktomorrow.ClassclosingThesecondreadinginthereaderTheremainingexercisesintheactivitybookThenextreadinginthestudentbook
