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First: Finish your station from last time. --AE (Unit 25, 27, 30) Speak English! (emergency & health) and Phonics studio: th, s, j sounds --Videos:Symptoms of the flu video: https://www.youtube.com/watch?v=SoC8Xf6220s Write a question the doctor asks. What does he think she has? Dentist: https://www.youtube.com/watch?v=1qQHJBC3D7o Listen then read and repeat the dialogue. --Health: Live binder Second: The teacher will give you a category. Phonics: Tso Tso, Marisela, Rosa, Cambridge English vocabulary app Phonemes: http://www.abcfastphonics.com/letter-blends/blend-able.html Site words http://sightworder.com/old/ Phonics for reading and spelling: http://www.readingbear.org/ Phonics links: http://www.internet4classrooms.com/kplus_phonics.htm Vocabulary: Claudia, Griselda, Irma, Paulina, OPD Cambridge English Vocabulary Pronunciation: Maria, Juana, Magdalena, Nancy, Yulitha Speak English! Bitsboard Citizenship: Norma, Blanca, Lidia Citizenship questions http://www.proliteracyednet.org/downloads/cit_reading/index.html categories for occupations: http://proliteracyednet.org/downloads/49wordsort_final_01.swf flashcard game & maker http://proliteracyednet.org/downloads/43flashcard_1.swf adult learner links: http://www-tcall.tamu.edu/adultlearnersbeyond.html ***Third: Record your video. Then we decided our dream job. Then we talked about our skill set We listed personality traits that are good for this job.
We talked about the wral news story and answered the questions about it. We tried to listen to the 9-1-1 audio. All Stars page 14 Lists of jobs We used 's
Ventures 1 page 96 We talked about what a person can do. Ex. A painter can paint. ð Demonstrate ability to listen to or read a short story, determine the main idea and answer questions related to the main points of the story
ð Conduct a very basic phone conversation ð Recognize and respond to wh- questions (e.g. who, what, where, when, why) We read the Very Easy True Story about the man who was drowning. p. 70 We answered questions about the story....who? when? where? what? how? We created a dialogue to call 9-1-1. Then we read a situation in our packet. We completed the 9-1-1 information. Then we looked at different situations. Is it an emergency? For the emergencies, we made new 9-1-1 dialogues. Some groups shared their work. Excellent!!! Then we told a story about a man. He had a car accident. He was thrown onto the wires. He called 9-1-1. We made a dialogue for him. Practice: Here is a real 9-1-1 call from Raleigh. Can you understand what is happening? On Monday, tell me: Who? Where? What? and you will win a prize! · Introduce computers
· Understand emergency vocabulary: firefighter, police, fire department, fire station, police station, paramedic, accident, passenger · Demonstrate use of common verbs in simple present and present continuous tense iPads: 3 stations: Work for 15 min. (set timer) then use any other time to check the website live binder for health or the other ipad apps that I have listed. STATION #1 AE (Unit 25, 27, 30) Speak English! (emergency & health) and Phonics studio: th, ed, s, j sounds STATION #2 Videos: Symptoms of the flu video: https://www.youtube.com/watch?v=SoC8Xf6220s ->Write a question the doctor asks. What does he think she has? Dentist: https://www.youtube.com/watch?v=1qQHJBC3D7o ->Listen then read and repeat the dialogue. STATION #3 Health: Test yourself on body parts: http://www.eslgamesplus.com/body-parts-esl-interactive-pirate-board-game/ and then go to live binder for health activities After break: Types of emergencies: click here Look in livebinders for more practice Practice dialogue for reporting emergencies here Thursday: We will read a story about an emergency
All Stars p. 122-23 Safety warnings The we looked at our medicine labels for warnings and details. We distinguished between illness/sickness and injury. Injury: broken arm, sprained ankle Sickess/illness: sore throat, stomachache We talked about problems with reading label directions. What do you do if your child takes too much medicine? All Stars p. 124-5 Emergencies We learned: What is an emergency? Who do you call? ***If you call 9-1-1 by mistake, do NOT hang up. Tell them that you made a mistake. *** ***If you call 9-1-1 to report an emergency, it is faster to say "anonymous" instead of trying to spell your name and details. Focus on details of the emergency. Present progressive: Emergencies are in process so we use the present progressive. I am _____ing You are ____ing He is ____ ing She is _____ing It is _____ing We are ____ing They are _____ing We looked in Live Binders for examples of emergencies. Tomorrow we will work on emergencies more. · Read a phone book listing · Conduct a very basic phone conversation · Use vocabulary to talk about health issues We finished the doctor's appointment practice. We used a phone book to find a physician then practiced dialogues with leaving messages. We read the story My Sick Child. We summarized the story. Then we found information on medication labels. My Sick Child Summary: Lucy’s mom gets a phone call from the nurse. The nurse tells Lucy’s mom that Lucy is sick. The nurse says the temperature is 102. The mom talks to her boss. She asks to leave because her daughter is sick. She drives to the school. The nurse talks to Lucy’s mom. She tells her to take medicine and drink liquids (fluid). If her temperature goes down, stay home. If it goes up, go to the doctor. The mom checks Lucy’s temperature. It went up. They go to the doctor. The doctor checks the temperature. The doctor checks her throat. Lucy has an infection; strep throat. The doctor writes a prescription. Lucy should take medicine. The doctor asks Lucy’s mom if Lucy is allergic to penicillin. She is not. Lucy has to take the medicine three times a day. Lucy is contagious. Lucy can go back to school 24 hours after she takes the medicine. Be careful. If she is vomiting, has diarrhea, or a fever, or a rash, she should stop taking the medicine and call the doctor. It could be an allergic reaction. She is better and goes home to rest. She says thank you and bye to the doctor. We will practice how to call in sick for a child or for ourselves. Here is the presentation we will use. Start looking on page 14 1. What's wrong? Sentences on the board and body parts candy 2. We looked at our vocabulary list about sickness and health. 3. We listed reasons we call the doctor. 4. We decided who we need to speak with
Group #1 Speaking app Group #2 Listen and read app Group #3 Search the web...this website and the resources we have listed. Also see the blogs for May 27 and May 19. They have a lot of website information. After break: We made a list of vocabulary that we knew or need to know about health and sickness. Then we wrote messages to excuse an absence: Dear boss, Today I don’t feel very well. I have a stomachache and a fever. I’m sneezing. I feel dizzy and dehydrated. I can’t go to work. I have an appointment with the doctor on Tuesday at 6pm. I hope I feel better tomorrow. Sincerely, name Dear teacher, Today I don’t feel very well. I have a flu and a headache. I’m sneezing. I feel cold. I can’t go to work. I have an appointment with the doctor on Thursday at 11:15 am. I hope I feel better tomorrow. Sincerely, name Dear Mrs. Smith, Today I don’t feel very well. I have a flu and a fever. I’m feeling confused. I feel terrible. I can’t go to work. I have an appointment with the doctor on Thursday at 10:30 pm. I hope I feel better tomorrow. Sincerely, name Dear Mr. Roberts, Today I don’t feel very well. I have a backache. I’m feeling disoriented. I feel terrible. I can’t go to work. I have an appointment with the doctor on Tuesday at 1 pm. I hope I feel better tomorrow. Sincerely, name ð Speak to a doctor and describe basic symptoms and health problems
Warm-up: Answer the question “How do you feel today?” Activity #1: I gave each person a card with a symptom or a body part. If it had a symptom, they had to tell "I have a...". If it had a body part, they had to ask "Does your (body part) hurt? They had to find the problem-body part match. The electricity went out in our class so we changed plans a little. We read a story about a boy who went to school sick and made all of his friends sick. Sick Simon All Stars page 118 We told why each person was in the ER He is in the Emergency Room because… Then we matched symptoms (problems) with remedies (solutions) He needs… Then we gave advice. He should... Objective: Students will speak to a doctor and describe basic symptoms and health problems.
Warm-up: We wrote our sentences on the board and discussed them. (see picture) Activity #1: Guess who: Each student wrote a description of herself. No names!!! I collected and read the facts. Students had to guess who the person was. Activity #2: Body parts: We drew a body. Each person tried to name as many body parts as she could. Some students named 8. Very good. Can you name more now? Activity #3: We played Silly Bones to practice the body parts. All Stars I p. 116 has a list of many body parts. We reviewed possessive adjectives (my, your, his, her….) We conjugated “Have” then introduced the names of aches and problems. (see picture) Activity #4: I passed out body words. Students asked each other the dialogue question to find their partner. "I have a broken arm."...."Does your arm hurt?" "I have a stomachache"..."Does your stomach hurt?" “My ,…hurts. I have a …. Tomorrow we will learn more about sicknesses and what to do when we are sick. Here is the information for the health clinic. It is only for uninsured people. Allianza Medical Ministry: 101 Donald Ross Dr., Raleigh NC 27610 You can click on "new patient" or "espanol"
Warm-up: Students wrote sentences on the board about themselves. We read them together. Later we changed them to "She" instead of "I".
Activity #1: What are your goals for learning? Worksheet. I want to (action)... Do you want to (action)? She wants to (action). Grammar focus: action verbs and do conjugation Activity #2: Yes or No activity Grammar focus: Simple present tense of TO BE (All Stars 1 p. 18) Do you live in Raleigh? Yes, I live in Raleigh. No, I don’t live in Raleigh. Do you live in Garner? Do you wear a dress? Are you from Mexico? Are you from Africa? Are you from Asia? Are you a male? Are you a female? Are you married? Are you single? Are you divorced? Are you a widow? Are you tall? Are you short? MORE PRACTICE HERE OR HERE OR HERE. We used our information to write a paragraph: There are 15 students in our class. Twelve students are from Mexico. One student is from Kenya. One student is from Brazil. One student is from Togo. We have 2 students from Africa. Ten students are married. Five students are single. I am the teacher. I am from New Jersey. My first name is Katie. My last name is Cardenas. I am married. I am not single. Activity #3: Interview a friend. We used question words (what? Where? When?) to ask questions about the personal information. Then we shared our answers like this: My birthday is May 12. When is your birthday? Her birthday is January 1. ð Identify self and give basic personal information in oral and written form ð Describe self ð Recognize and respond to wh- questions (e.g. who, what, where, when, why) “What about you?” ð Use pronunciation strategies for vowels, /th/ and /s/. Warm-up: Each student wrote a sentence on the board and we read them and discussed them. Activity #1: Find the name. I redistributed name tags and students found the correct person, and introduced herself and learned 2 details about that person. Then we shared the information we learned. Who is ...? What do you do? Where do you live? When did you come to the US? Activity #2: What’s in the bag? Students shared what was in the bag they brought to tell the class 3 things about themselves. Grammar Focus: Simple present “be”. After break: Pronunciation Introduce diagrams of vowels. Explain the sound differences with the mirrors. Vowels: Spanish has 5 vowel sounds. English has 17. Consonants: What are the most difficult sounds? focus on th, s. This is the thing. staples, stones, stickers, smiles, Spanish, stop Objectives:
We will develop confidence to take risks necessary in the language learning process. We will review vocabulary learned last semester using the 4 modes of communication. (listening, readings, speaking, writing) We will use sentence formats: What do you like? I like…, What else do you like? To express PERSONAL INFORMATION We will describe objects with formats, “It is…,” “It has…” “It (action)….” Expectations of class:
Language is to express who we are. Game #1: Katie in the bag: I used items in a bag to describe myself. Example: This is a light. I like running in the morning. Language is a tool to share ideas. Game #2: What is it? Each group got an object from a bag. They decided who would be the recorder. They wrote as many words in English as they could about that object (naming it, describing it, telling what is it for). Language is very detailed. Be observant. Game #3 Find the differences. We looked at pictures and had to describe how they were different. Homework: Bring 3 objects in a bag to describe yourself tomorrow. Also, bring a small mirror. |
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