Lesson Plan - Weebly
EDHP588
Student teaching
Yu-Ching Yang (Virginia)
Dr. Gena Burgess
03/ 17/ 09
Lesson Plan
|Topic: Internal organs and major diseases |
|Level: Low intermediate |
|Duration: 60 minutes |
|Description of class: |
|Class: English class |
|Setting: Manual Arts Adult School, ESL setting |
|Number of students: 30 (Age: 18 and above) |
|Linguistic backgrounds: All Hispanic |
|Goals of class: Learn vocabulary of internal organs and disease |
|Prior knowledge: Students have learned some external organs, and they understood those internal organs in Spanish |
|Goal: |
|Students will be able to identify major organs, major diseases and common medical procedures. |
|Objectives: |
|Terminal Objective: |
|By the end of the lesson, students will be able to pronounce new vocabulary correctly. |
|By the end of the lesson, students will be able to match internal organs witch related diseases. |
|Enabling Objectives: |
|Students will be able to speak different internal organs. |
|Students will be able to speak major diseases. |
|Students will be able to complete worksheet to show that they understand the relationship between internal organ and disease. |
|Materials & Equipment: |
|Transparency of vocabulary (See Appendix 1 and 2) |
|Worksheet (See Appendix 3) |
|Whiteboard & markers |
|Paper and pen |
|Overhead projector |
|Procedure (60 minutes): |
|Motivation and Warm-up: |
|The teacher first explains the purpose of this lesson. |
|The teacher asks students what internal organs and diseases they have already known |
|Guided Practice |
|Activity I : Vocabulary (the whole class) |
|The teacher uses transparency to teach different internal organs (Appendix 1), and leads the class to pronounce these new |
|words. |
|The teacher uses transparency to teach different major diseases (Appendix 2), and leads the class to pronounce these new words.|
|The teacher teaches students the relationship between internal organs and diseases. |
|Independent Practice |
|Activity I : Complete the worksheet |
|The teacher breaks the class into pairs and hands out the worksheet (Appendix 3) for them to complete. |
|The teacher walks around to provide any help if needed. |
|Activity II : individual presentation |
|The teacher asks student to share their answers in the class. |
|Closure and Extra-class work/homework |
|The teacher mentions what the class has learned today, and asks students whether they have any question or not. |
|Evaluation: |
|The enabling and terminal objectives are met by the following assessment. |
|From the worksheet (Appendix 3), the teacher can understand if students understand the relationship between internal organs and|
|diseases |
|Through the presentation, the teacher can know whether students can pronounce the new vocabulary or not. |
Appendix 1: Vocabulary of internal organs
[pic]
Appendix 2: Vocabulary of major diseases
[pic]
Appendix 3: Worksheet
List A:
1. Heart
2. Lungs
3. Brain
4. Liver
5. Stomach
6. Bones
7. Joints
8. Pancreas or Kidneys
List B:
1. When you have arthritis, you have problems with your ___________.
2. When you have osteoporosis, you have problems with your __________.
3. When you have diabetes, you might have a problem with your __________ or __________.
4. When you have high blood pressure, it could damage your ____________.
5. When you have asthma, it affects your _______________.
6. When you have an ulcer, it’s in the _______________.
7. When you have hepatitis, it’s a problem in the ____________.
8. When you have a stroke, it’s in the ___________________.
[pic]
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