BE HEALTHY! A CLIL lesson plan

BE HEALTHY!

The main aim of this CLIL unit is to integrate a Natural Science lesson about germs and a Social Science lesson about illnesses prevention, National Health Services and its social consequences in an English as foreign language class context (L2). In this sense, the learning oucomes of the non-linguistic areas are:

a)      Recognise  being healthy as a physical and psychological balanced lifestyle

b)      Learn several healthy life habits.

c)      Learn about different kinds of illnesses.

d)      Match infectious illnesses with the germs that causes them.

e)      Learn different kinds of infections.

f)       Differentiate between avoiding illnesses and prevent infections.  

Dealing with the linguistic expected results, the learning outcomes of the English area (L2) are:

a)      To understand and learn the vocabulary related to the topic.

b)      To read the text “what are germs?”

c)      To differentiate types of germs.

d)      To learn to say how we feel.

e)      To make a word – map.

f)       To make a role play.

g)      Elaboration of a project work.

This CLIL unit is designed for 1º ESO students or A2 Level according to the CEFR. It is organised for a period of two weeks, that means four hours week. 

1st session

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 Oxford Monolingual Dictionary.

To break the ice The students read aloud the vocabulary exposed on the interactive board and complete the table on their own. This is an outstanding way of organising the vocabulary that is already learnt and the new to study. As far as the teacher is concerned, during the exercise, he /she can help with these sentences “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

After listening and reading this text, the teacher will show four pictures of different germs that the students have read about and they will decide their scientific names with help from the text in groups. 

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

The students follow the instructions of the online guide and write their results on their notebooks. In the last fifteen minutes of the session, the teacher can organise a disccussion about the students' result.

2nd session

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? 

After reading these short texts and answer the questions, the teacher asks the students to correct the answers. Finally, the teacher shows this picture of a British proverb to start a short discussion about flu prevention.

 Just to finish the session, the students must complete this chart to organiased the information of this second class.

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

 3rd session

As a warm up, the teacher asks the students to have a brief talk about what they read  last text, they obviously can skim and scan the texts. Then, the teacher asks them to complete the following exercises.

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

After finishing these activities, the students are asked to surf on the internet and search out some information in the next activity. They must work in groups of three or four and write a brief report for each question.

Activity 9. Find out: 

-       What is the normal temperature of the human body?

-       What is swine flu currently called? 

4h session

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

5th session

The teacher explains what a role play is and the students will be ask for working in pairs for the following activity they will swap their partner every ten minutes in order to practice both roles more than three times.

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. 

6th session

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.

 7th session

The students are given the following key to interprete the results of their survey, they must read it by themselves and start their final project (activity 14).

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.

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….. 

8th session

The students set out their diagrams and their final results to the rest of the classmates and the teacher. This is going to be evaluated in two parts, one from thir classmates (50%) and the final one by the teacher (50%).

Evaluation Criteria

-       Understanding oral and written information

-       Production of written texts

-       Production of dialogues and speeches

-       Collaborative learning with other students

-       Good Exchange of information with other students and the teacher in task.

This rubik chart is suitableand very useful for teachers and it can be used in the eight different sessions. 

Understanding of oral and written texts	Writing cohesive and coherent texts	Speaking with proper structures and vocabulary	Cooperative learning and work with the others.
40%	30%	20%	10%