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

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Appendix 2: Vocabulary of major diseases

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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 ___________________.

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