- Grade Focus
- Age Level
- Subject
- Technology Integration Activity
illness
Downloads for this lesson plan
Introduction
combine with the previous knowledge, body parts, with new concept, i-ta-i (have pain).
Also new concept "want". this will help to describe the situation to say, I want to go home becuase I have headache.
Prerequisite Experience
we reiview in this lesson also but in level 1 they should learn the body parts.Teacher Prep Time
1-2hous (to find appropriate visual site to show how Japanese are describing their symtom for engage level)
on Explain level everybody need to have computer to access to webpage.
set up video on the elavolate, evaluate level.
set up the schedule with guest speaker on skype.
Project
make skit and take movieAssessment/Grading
rubricLesson Plan Details
Engage
Show some real world visual, from drama, from animation, from movie, etc That scene should have somebody got have pain or injure so the person want to do something for that. Let them see a few scene, and let them image what is going on. Students may not understand completely but they should catch up some vocabulary they already know. (Especially body parts they finished at level 1)
these are few resorces to show them
http://www.youtube.com/watch?v=rCvUEXhhiyE&feature=related
http://www.youtube.com/watch?v=1HCTMRWr6Cs
Explore
Show the visual several times and they can discuss in the small group(3-4 kids), what words they can catch up, what they think what the person on the screen is saying. This is collaboration. After that, each group will bring out their opinion.(see attachment A)Explain
They need to remind body parts. As a group they need to fill out the worksheet for body parts.(see attachment B) After that in the group, one person touches his/her body and others pronounce for that part. After practice in the group, we can have game. They compete against with another group. Then, introduce some new concept, verb for pain (i-ta-i). Combined with new verb for pain and body parts and describe, I have headache, I have stomachache, etc. Also they can practice with worksheet. (see attachment C ) They also need to identify how to conjugate the verb. Use picture card of body parts they can practice to pronounce the sentences, "I have headache.", "I have stomachache."Reputation practice in all together then divide to smaller group. http://www.city.yokohama.jp/ne/life/sja/useful.htmlThis is the webpage, one of the Japanese city made for foreigner living in Japan.At very bottom they explain how they can describe their symptom. Student can understand not all of those. But some of that they can recognize. Let them try to find out the sentence they can understand. Also if we have time we can discuss about another symptom. Next step is Q and A dialogue with yes/no question. Q: Do you have headache?A: Yes, I have headache. / No, I do not have headache.Introduce some expression to add, like " are you all right?", "Take care."Then move to "What question"Ken: What happened?"Emi: I have headache.Ken: Take care. Add one more expression for "WANT".I want to go home early because I have headache. Now they can handle the dialogue below.Ken : What happened?Emi : I have headache. I want to go home early.Ken : Take care.Use worksheet and practice this dialogue. (pair work)(See attachment D)Elaborate
I want to have group work at here again. In small group (3-4 students), they can make skit at hospital. They can be doctor, patient, and nurse. (See attachment E) After they make skit scenario they will play that in front of other group. We can take video.Evaluate
We watch the video for each group and discuss. Students and I can ask about the skit to another group, what happens in the skit, which part they have pain like that. I can assess from this discussion they understand or not. Use rubric.(See attachment F) Each group can have benefit to see another groupe's skit.Extend
As the end stage I can give them writing PBA.(See attachment G) They need to use the knowledge they learned before and new knowledge, then write the short essay. Assess this with rubric also. (this need another rubric for writing)
Also I can set up the Skype and let them have conversation with native speaker about pain.