Proposal of activities for "Be healthy!"

Proposal of Activities.

 Activity 1. Classify these words into three groups:

Flu, headache, vaccine, germs (bacteria, virus, fungi and protozoa), flu shot, fatigue, illnesses, rest, good hygiene, correct postures, good eating habits, physical exercise, epidemic, pandemic.

Symptons: chills, fever, temperature, sore throat, diarrhea, headache, tummy ache, cough, vomiting. 

I know	I can guess the meaning	New for me

New for me: Find the meaning!! Use monolingual dictionary.

Andamiaje de recepción: Los alumnos observan las palabras de vocabulario que van a seguir viendo en la unidad y deciden organizarlas individualmente con la tabla proporcionada por el profesor. De esa forma, la tabla organizativa le permite fijar lo que ya conocen, lo que pueden deducir y lo que tienen que buscar en el diccionario monolingüe. En cuanto a la lengua, el profesor utilizará las frases “ What does_________ mean? It is …..”, “What is the meaning of____________?” “Can you look ____up in the dictionary, please?”.

Activity 2. Let’s listen and read the text: http://kidshealth.org/kid/talk/qa/germs.html

What are they? Write the names.

Andamiaje de recepción y transformación: A partir de la escucha de un texto vía online, los alumnos deciden qué tipo de gérmenes son los que aparecen en las diferentes fotografías. Para ello, el profesor dará apoyo lingüístico como por ejemplo “have you paid attention to their features?” “can you describe its shape?”, creando un pequeño debate en el que los alumnos participan de forma activa con sus respuestas y unos ayudan a otros.

Activity 3. Do you need a flu shot? http://www.surveymonkey.com/s/G7BCMFJ

Follow the instructions of the guide and write your results:

 Andamiaje de producción: A partir de su encuesta, los alumnos deben resumir su resultado final. De esta forma, producen un texto  través de la estructura de otro y aprenden a sintetizar la información principal. “what is your final result?” “ can you sum it up?”, “what is the main idea of your result?”

 

 

Activity 4. Read the next texts:

The Flu is not dangerous:

The importance of leading a healthy lifestyle.

To prevent yourself from catching the flu, as in any other illness cases it is very important to lead a healthy lifestyle, which means:

Keep a balanced healthy diet with plenty of fruit and vegetables, rich in all kinds of vitamins.

Do enough physical activity to be fit and keep your immune system in order to prevent any diseases.

Avoid any unhealthy habits such as drinking alcohol, smoking or eating too much fat.

What is the Flu?

Influenza is an infectious-contagious disease. 

The flu is often characterized by such symptoms as chills, fever, dry mouth, sore throat, fatigue, nasal congestion, diarrhea, dry cough, headache, and vomiting. 

When an illness spreads and affects a lot of people it is called an epidemic, when it spreads all over the world is called a pandemic.

Activity 5. Let’s write: copy and answer these questions in your notebook:

1)  What is the flu?

2)  Name four symptoms of the flu.

3)  How can you prevent from catching the flu?

Andamiaje de transformación y producción: Los alumnos deben responder en su cuaderno las preguntas a través de la información de los textos.

Activity 6. Order the following activities into two columns depending if they are good or bad for flu prevention:

Going to a disco

Ventilating your bedroom

Kissing a sick person

Using the same tissue many times.

Not using soap to wash your hands

Using alcohol to wash your hands

Not eating fruit

Eating vegetables every day

Wearing a hat, scarf and gloves on cold days

Sneezing into your hands

GOOD FOR PREVENTION	BAD FOR PREVENTION

Andamiaje de recepción: A través de la deducción de significados según lo visto anteriormente en la unidad, los alumnos utilizarán esta tabla organizativa para clarificar conceptos y estudiar expresiones.

Activity 7. Choose a definition for Epidemic, and another for pandemic:

An epidemic is….                            A pandemic is…….

-  An infectious-contagious illness.

-  An infectious-contagious illness affecting a lot of people.

-  Heart disease.

-  An illness affecting a lot of people in different countries.

-  A blood infection.

-  A respiratory disease.

Activity 8. Match the words with their opposites:

            Dry                                         ill

            Contact                                 Discard

            Keep                                      avoid

            Healthy                                 wet

Andamiaje de recepción y transformación: A través de todo lo visto hasta este punto en la unidad, los alumnos deben ser capaces de diferenciar ambos conceptos y construir a partir de  la información facilitada por el profesor, las definiciones de estos dos conceptos claves en la unidad. También, aprender más vocabulario buscando los antónimos de las palabras que ya conocen y ampliando así s campo lingüístico para su tarea final. “ What is the opposite of__________?”

Activity 9. Find out: 

-       What is the normal temperature of the human body?

-       What is swine flu currently called?

Andamiaje de recepción, transformación y producción: A los alumnos se le exige investigar en la sala de informática acerca de estas dos preguntas y dar una respuesta. “Can you search for this information?”, “What is the synonym of swine flue nowadays?”

 

 

Activity 10. WORD MAP

	HEALTH. La salud IMPORTANT FOR OUR BODIES Importante para nuestros cuerpos
SO WE NEED			TO AVOID
Por ello necesitamos			Prevenir
HEALTHY HABITS			ILLNESSES
Hábitos saludables			Enfermedades
GOOD HYGIENE. Buena higiene CORRECT POSTURES. Posturas correctas GOOD EATING HABITS. Buenos hábitos de comida REST. Descanso PHYSICAL EXERCISE. Ejercicio físico

Now, I write I know .

Copy and complete the sentences using the Word Map.

1.- Health is important for ________ _______________ , so we need __________________________ like _____________________, __________________________, ________________________, ______________ and _____________________________.

2.- Health is important for ___________ ____________________ to avoid ______________.

Activity 11. Working in pairs and complete the text:

_______ is an infectious- _________ illness. The _______ of the flu are:

_________,

__________, __________ and __________.

To prevent ourselves from catching the flu we have to _____ our hands

_________, keep out of __________ places, sneeze in a ______and ________ it immediately. _________ sick people around us. We have to __________ our room daily in flu season

 Andamiaje de transformación y producción: A partir de un texto, los alumnos construyen otros, uno de forma individual y otro en parejas, cuyos huecos son las palabras clave que tienen que inferir desde un Word map. Para ello el andamiaje lingüístico sería, por parte del profesorado, “Have you paid attention to the Word……………….?”, “What is health important for?” What should we avoid?” “What do we need?”, …..

ACTIVITY 12. ROLE PLAY

Imagine you are a doctor who goes to a school to talk with the students about illness prevention.

Give them advice on how to prevent the flu.

Use expressions such as:

You must/you mustn´t, you should/you shouldn´t

Example:

To prevent the flu you should wash your hands frequently.

 Andamiaje de producción:

A través de un role play Los alumnos utilizarán y producirán mensajes orales vistos en la unidad y asimilados según el transcurso de los diferentes ejercicios realizados.

ACTIVITY 13. PROJECT WORK: INFLUENZA SURVEY

1) How often do you wash your hands?

 a) Hardly ever

b)  Once a day

c)  Before each meal

d)  Frequently

e)  As much as possible

2) Do you touch your nose, mouth, eyes and ears?

 a) Always

b)  Frequently

c)  Sometimes

d)  Hardly ever

e)  Never

3) Do you have tissues in your pockets?

 a) Never

b)  Sometimes

c)  When I remember

d)  When I´m sick

e)  Always

4) Do you visit crowded environments?

a) I always go to crowded environments

b)  I usually go to crowded environments

c)  From time to time

d)  Only if necessary

e)  Never

5) How much contact do you have with sick people?

a) I don´t mind kissing and touching them.

b)  I visit them but I try not to touch or kiss them.

c)  I visit them but I try to keep away.

d)  I try not to be around sick people.

e)  I don´t have any contact with sick people.

6) Do you ventilate your house?

a) When I remember

b)  Twice a week

c)  When I clean

d)  Each morning when I get up

e)  A couple of times a day

You can use this chart to take notes about the survey results:

	Answer to the questions
Class mates	1	2	3	4	5	6
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

Key to interpreting the results of your survey and class totals:

How to represent your results in a graph:

If three or more of the answers are A (which means more than 50%): - You are doing your best to keep away from catching the flu.

If three or more of the answers are B (more than 50% of B):

-  You are concerned about not catching the flu.

If three or more are C (more than 50% c):

-  You don´t care too much about flu prevention.

If three of more of the answers are D (more than 50%):

-  You are not doing enough to prevent yourself/selves from catching the flu.

If tree of more are E:

-  You will surely be infected with flu virus.

 Andamiaje de recepción y transformación: Los alumnos leen, pronuncian e interpretan las diferentes preguntas y generan sus propios registros de datos usando la tabla de respuestas.

Activity 14.  Now it’s your turn:

Make a diagram showing the results of your class survey. Then explain to your classmates how important good habits are for flu prevention.

You can use these phrases to help you write your speech:

According to the survey and as you can see in this graph, our class is… Quite, very ……….., Concerned about, worried about, interested in...

In question 1 most of, a lot of, few people answered, which represent more than 50%...

In question number two most part answered...., which means...

To conclude,

To sum up and according to the keys to interpret the survey…., we are…..

 Andamiaje de producción: Los alumnos realizan su tarea final y para ello cuentan con el andamiaje proporcionado por todas las actividades anteriores y además tienen que interpretar y producir un texto final que expondrán ante sus compañeros para explicarles los diferentes hábitos saludables y la forma de prevenir la gripe según lo estudiado en la unidad. Para ello cuentan con el andamiaje lingüístico de las actividades realizadas anteriormente.