MINISTERIO DE EDUCACION PBLICA English Department MATA LIMON SCHOOL MONTHLY PLAN Teacher: HENRY ENRIQUEZ BALTODANO BODY

HEALTH Study Block and Cognitive Target: Participating in short conversations about:
Personal hygiene Exercising to keep healthy Healthy and junk food Other healthy habits Numbers, sizes an d shapes

From:

Third Grade March 2007

Linguistic Objectives

Functions and language

Procedures

Culture and attitudes

Evaluatio n of lear ning outc ome s

1. Routines: Listening:
Identifying basic information on different topics.

Functions:
Describing parts of the body. Expressing ways to take care of my body, Identifying personal hygiene habits. Describing exercises. Identifying healthy and junk food. Saying numbers. Prayer Greetings Date Weather Conditions

Rhyme: I look at the Mirror

Teacher listens

2. Warm Up:
To Invite the students to touch different body parts in order they say names of it. To introduce body parts through TPR techniques. To point to some body parts in order stds, say the name of each part To talk about health and good habits. To practice prepositions teacher says: Put your hands on your desk, put your hand

Getting the gist of short statements and simple familiar phases.

Language.
Reacting to directions, commands and

Parts of the body

head, face, eyes,

I look at the mirror and what do i see? I see another girl just like me I touch my head. I touch my

students

opinion and experiences from the active participation and good pronunciation the new vocabulary.

requests. Understanding conceptual meanings specially quantity and amount.

Speaking:
Expressing ideas and opinions.

Naming and describing items.

nose, ears, arms, hands, fingers, legs, knees, foot-feet, hair, chest, mouth, chin, lips, teeth-tooth Actions: brush your teeth, Wash your hand, etc Now, before, after. I do. To keep clean. To take care of my body. I eat healthy foods. I do exercises. I exercise every day. I read books.

under., put the book on your head, etc. To colour the hair blonde, the eyes brown, etc. To show pictures where someone is doing different actions in order students knows What is he/she/it doing? Use flashcards with numbers from 1 to 100 one by one and ten by ten.

3. Presentation :
Teacher presents new language (vocabulary and structures) and functions about different body parts. Through cards, songs, realia, authentic material and other devices. To discuss the importance to love our body To review healthy habits teacher uses song and chants. In a brainstorm to ask about exercises, physical education, good habit health.

nose. I blend down low and touch my toes. I wiggle my fingers. I count to three. And I say goodbye.

Teacher checks drawings, songs, chants and dialogues in order to know students understand the concepts correctly.

Participating in conversations dialogues and others.

Numbers to 60. Food fish, chicken, milk, hamburger, hot dog, French fries, etc

Action Words:
Am, is, are, have, need, want, to read, to sleep. Listen to, to eat, to drink, to take a shower, to brush, to pay, to hold the ball, to comb, to make exercises, to jog, to run, to swim, to see, etc.

4. Creative and Controlled Practice:

To talk about the importance to love our body.. To explain the students about the way they have to take care of your body.. To motivate students to demonstrate good habits as a person during the School time. To introduce the new vocabulary, teacher uses realia and flashcards, saying: This is the head... etc.. Monkey see, To motivates students to pronounce monkey do correctly each new word. To review some good health habits. Monkey see, Monkey To introduce the new vocabulary asking: do What is this/that/these/those? I touch my ears , and Teacher motivates students in order they he does too. listen and learn more school objects or board games vocabulary taking in account the pronunciation, after that, she introduces short WHO AM I? dialogues.
Students show comprehension about concepts already learned to use correctly the actions in oral way.

Listening:
Identifying action words.

Adjectives:
Recognizing each one through realia and pictures. Healthy, unhealthy, low fat, good, bad, nutritional, long, small, short, big, tall, round, chubby, slim, curly,

Speaking:

Students show comprehension about concepts already learned to use

straight, kinky, sad, Pronouncing each verb happy, tired, sick, interested, angry, fit, correctly. blonde, brunette, thin, bored. Making sentences using the new action words.

Prepositions:
In out under overon, in front of, around, between, behind, next to, besides, down, up, away from, across.

Wh Questions:
What is this? What are these? What colour is this? What are you doing? What is he/she doing? What do you need to play? Is he playing) What do you have? What do you want? Are you swimming? Who takes a shower every day? Why do you take a shower every day?, When do you practice sports?, how many eyes do you have? Where is the comb?, Whats the matter? How

To introduce the paragraph Who Am I?. To present the story Who Am I?, teacher introduces the new vocabulary and explains them, after that, she/he reads the story and asks questions about. To motivates the students in order they make a story about each one, such this: Im ..., I have two blue eyes. My hair is short and blonde. Im tall. I play and do exercises every day. Im a healthy person. To give photocopies of the story in order students make a little book. To introduce the chant Monkey see To introduce the chant I look in the mirror To work with photocopies and English Book. To explain ways of keeping our body healthy through foods such as: Foods that keep us healthy: milk, cheese, meat, eggs , etc. Foods that give us strength to run, play and work: rice, beans, tortillas, bread, potatoes, etc. Foods that help us to have better skin and sight: green, yellow, red and orange fruits and vegetables. To recognise different action words, using TPR techniques. To model some action words. To ask: What are you doing? What is she/he doing? Students perform. To show the written form of each verb. To repeat sentences aloud. To make sentences orally using action words vocabulary. To play Simon says as follows: Simon says, comb your hair, wash your hands, etc. To pantomime the new action words such reading, eating, combing, etc. Ton introduce a short paragraphs in order students talk about verbs, such as: This is Ana, she is running, she has blonde hair. He is Carlos, he is short, he has short hair. Students draw in their notebook pictures about action words, and describe them. In order to review the verb is teacher introduces some chats like this: Is he eating

Who an I? Im a clown! I have yellow hair and a little hat My face has white eyes, a red nose, and a blue mouth. My clothes have many colors . My shoes are big and brown.

correctly the adjectives in oral and written way.

Students show comprehension about concepts already learned to use correctly the prepositions in oral and written way.

Students show comprehension about concepts already learned to use correctly the Wh questions in oral way.

do you feel Whats wrong?

today?

bananas? No he is not; no he is not... Is he drinking?, Yes, he is, yes he is... Students works with their English book and some photocopies. In order to introduce adjectives, teacher presents cards, flashcards and realia. Using TPR techniques teacher reviews adjectives such as big, long, etc., using sentences with the studied vocabulary. In pairs, using the studied vocabulary, students describe some classmates as follows: This is Marco, he is short, he has short hair. She is Ana, she is blonde, she has long hair, her eyes are blue. Students say two or three characteristics about his/her friends around. Continuously studying adjectives teacher introduces the new vocabulary through realia, pictures and flashcards. Teacher motivates the students in order they repeat sentences such as: He is chubby. The teacher is curly. My brother is sick, etc. Students draw in their notebook pictures about adjectives. Students works in their notebooks and with photocopies. To reinforce prepositions teacher makes a circle with students around and models sentence such as follows: Maria is in front of Juan. Jorge is behind Ana. Students perform. Using pictures and realia students make sentences about prepositions, for example: Where is the comb? students perform. Teacher shows flashcards to students in order they make sentences using prepositions. Teacher makes a short review using prepositions and taking in account the studied vocabulary: Mara is sitting between Jos. Karla is sitting next to Marcos. students perform. Students draw in their notebook pictures about prepositions. Students work with the book and photocopies. Using card students answer different questions related to the studied vocabulary.

Teacher checks how students work with numbers, colours, expressions.

 Asking questions, teacher motivates the students to talk. Teacher shows flashcards in order students recognise the written way of the studied WH questions. Students with the teachers help answer different WH questions. In pairs students ask each other different questions in order they can talk. Using card students answer different questions related to the studied vocabulary. Asking questions, teacher motivates the students to talk. In order to review colours teacher asks: What colour is you pen? What colour is the net? Etc. Students count with the teachers help one by one and ten by ten. Using TPR teacher explain the meaning of each expression. Students read through cards expressions and they make sentences about. Students draw in their notebooks pictures about expressions. Students work with book and photocopies.

Values:
In order to emphasis values teacher shows pictures health habits, medicines in order to take care our body, she also emphasis everything about healthy foods., etc. In a feedback teacher and students talk about the meaning of each value, the importance to share, respect others and take care of our body. Students draw in their notebooks pictures about values.

5.Consolidation:
Ask and answer simple question using familiar language.

Establish differences and similarities. Students play different games about the

topic such as bingo, crossword puzzles. Etc. Students colour Practice values and cultures though social behaviour. Listen to and identify vocabulary introduced by the teacher. Participate in short oral dialogues in target language.