DIDACTIC UNIT 6 : Tudor physician

COMPETENTIAL INDICATOR
1. Inferring the meaning of different words from the context and gestures
LCC LTLC

FORM: 4
OBJECTIVES

a)
Practise
and
recall
2. Showing comprehension of different oral utterances through actions vocabulary related to medicine.
(Gen. 1,2; cycle 1)
LCC LTLC
3. Considering the importance of having a good lifestyle for the
prevention of illnesses and diseases. KPWC APIC
4. Looking for specific pieces of information in both oral and written texts.
LCC LTLC
5. Getting the gist from both oral and written texts LCC LTLC

10. Respecting the basic rules of any oral exchange SCC APIC

i) To familiarize and remember

different linguistic items related to
medicine.

ii) To understand the gist and

b) Identify global and specific
identify specific information in a
meaning in oral and written
written text.
texts. (Gen. obj. 1,4; cycle 3, 1)

c) Write a comic where children

6. Using ICTs to prepare a written assignment. LCC ICTC APIC
have to make an appointment, &
7. Becoming aware of the importance of a well-written text. LCC LTLC
interact about different health
8. Collaborating with other children, respecting each others ideas. SCC
problems and suggest
APIC
remedies. (Gen. obj. 3; cycle 3)
9. Showing interest and determination to participate actively during the
different oral activities which can take place in the classroom situation.
APIC

TIMING: From to
EVALUATION CRITERIA

d) Take active part in

communicative activities where
an information gap is involved.
(Gen. obj. 2,6,7; cycle 2,5)

iii) To design a written comic

through the use of a tool from web
2.0.
iv)To participate in oral
communicative activities and
games.
v) To participate in oral
communicative activities and
games.
vi) Produce correct chunks of
language in terms of pronunciation,
intonation and rhythm.

11. Distinguishing between sounds from the English language. LCC

12. Tolerating other people s suggestions. SCC
13. Considering mistakes as a part of the learning process. LTLC APIC
14. Showing appropriate intonation, rhythm and accurate pronunciation.
LCC
15. Putting on stage a wide range of linguistic patterns related to
medicine. LCC

e) Carry out a role play which is

based on a previously prepared
comic. (Gen. obj. 2,6,9; cycle
2,5)

vii)Produce correct chunks of

language in terms of pronunciation,
intonation and rhythm.
viii) Represent a dialogue based on
a comic.

16. Learning and showing curiosity towards other cultures traditions and
customs. KPWC CAC APIC
17. Becoming aware of the changes that the field of medicine has
experimented throughout history. CAC KPWC

f) Get to know and consider the

way Tudor physicians used to
deal with illnesses. (Gen. obj.
6; cycle 6)

ix) To show interest in different ways

of understanding health problems.

CONTENT
Listening,
speaking
&conversing

Understanding
and using
vocabulary and
structures related
to medicine.
Retelling a
story previously
presented by the
teacher.
Exchanging
information orally.

Reading
&writing.

Singing a
song.
Read
simple
comics.
Writing
and
completing
short
dialogues.
Writing a
comic.

Language knowledge through use.

Linguistic
knowledge

Language
reflection
Learning
reflection

Asking for and giving information about different illnesses and

remedies: Whats wrong with you?, Ive got a cold, Ive got a lump,
Ive got a terrible toothache, You should chill out a little bit, You
should undergo an operation, You should have a blood test.
Discrimination and emphasis on the Pronunciation of the sounds /p/ and
/b/ followed by /l/ or /r/
Use of should + infinitive
The teacher helps pupils reflect on:
How mime and gestures are useful for them.
How the context allows them to infer meaning.

How flashcard and ICTs have been useful.

How the tool used for the comic has been important.

VALUES EDUCATION
RESOURCES
Intercultural Education: Valuing other Flashcards, murals.
cultures.Moral & Civic Education: Affection CD player, IWB and
and respect for people who are suffering from
Computers (tool Strip
an illness.
Register for the comic)

Socio-cultural
intercultural.

Becomin
g aware of
the
differences
between the
therapies and
remedies in
Tudors
England and
nowadays.

DIVERSITY
CROSS-CURRICULAR LINKS.
Science (different therapies and
Graded-Tasks.
remedies
for illnesses as well different
ICTs resources.
pieces of advice for their prevention)
Open-ended tasks.
History (medicine in Tudor times)
Mixed-ability grouping.
PROCEDURES AND INSTRUMENTS OF EVALUATION.
TEACHING PRACTICE.
LEARNING PROCESS.
Checking pupils fulfilling of objectives.
Daily observation for pupils work e.g. information exchanges, comic, etc.

Evaluation of the teaching process sheet.

Self-evaluation in the Pupils Evaluation Sheet and tests & Rubric for BBCCs.
SEQUENCE OF ACTIVITIES
L.
WARM-UP
DEVELOPMENT
PLENARY

Greeting
Setting +
Brainstorming
Setting goals
of the Unit
WALT

Story: Magic doctor Pre Teacher presents the character through the use of the IWB. While Students
show comprehension through actions and complete some sentences. Post Alternative ending.
Follow-up: True/False activity with statements related to the story.
Find the difference (drill): Students are grouped in pairs. They are provided with different pictures of different
health problems and have to ask their partner Whats the matter? in each case to find the differences.
- Abracadabra! We deal with different health problems. Teacher says Abracadabra, listen to me! Youve got
a toothache and counts up to 3 closing his/her eyes. They open their eyes and act out that illness.
- Song: Whats the matter, Ms Boleyn? Pre The teacher elicits some of the structures and models them.
Greetings
While Pupils sing & act out the song Post Pupils sing the song on their own and are given the lyrics. They
Apropos
work in pairs to write one more strophe. (Open-ended task)
informal
- Pronunciation hands up!- The teacher picks some words from the song which has either the sound /p/
interaction
or /b/ followed by /l/ or /r/ and find minimal pairs. The teacher starts calling out list of 10 words, e.g. bleed,
with pupils
bleed, plead,.. Students raise their hands when they notice the change and get 1 point. (Mixed-ability groups)
WALT
- The starving crocodile: We think of an illness or remedy and write a dash for each letter. Children take
turns to say letters to guess the word. When they suggest an incorrect letter, we write it on the next stepping
stone, moving nearer to the crocodiles mouth.
Greetings and - Story stepping stones The teacher draws a series of stepping stones on the board and pupils copy
daily routines. them into their notebooks. Children in pairs, identify the key episodes in the story and write each one on a
WALT
different stepping stone. They then report back and we discuss the different variations. (Mixed-ability groups)
- Game: Whats wrong with you? Pupils work in pairs and take the role of a Henry VIIIs servant. They
are provided with different pictures where theyve got a health problem. They ask their partner what problem
they have and give advice on what to do. Pupils then write down the dialogues in their notebooks. (Graded)
Greetings. - Reading: Comic A visit to the GPs surgery Pre The teacher shows some images of the content of the
Daily
text through the IWB. He/She reads the comic out loud and children follow it with their finger. While Children
routines carry out a silent reading. They then take a character s role to read out the different speech bubbles of the comic.
Setting
Post Children write one more frame for the comic, following the same pattern. (Graded)
WALT
- Thought tunnel: Children stand in two lines facing each other and raise their arms high with the tips of their
fingers touching to make the thought tunnel. One pupil takes the role of a character from the comic and goes
through their classmates s questions or responding to their comment, e.g. Why do you take two tables?
- Gapped sentences: Pupils write sentences to complete some dialogues in a physician s surgery (graded).
Greetings. - Information exchange Pupils, in pairs, are provided with different pictures where Henry VIII has different
Brainstorm. health problems. They guess whats wrong with Henry VIII in their partners scenarios, following his/her
WALT
description of the symptoms, and give some advice on what to do to cure that illness.
- Mind map: We revise some of the tips to prepare a good comic.
- Comic: Pupils, in groups of 2-3, prepare a comic set in Tudors times, where they include some of the
remedies which were used in those days to cure illnesses. They use laptops and the tool Strip Generator.

Tidy up.
Goodbye
routines

Tidy - up
Goodbye
routines

Tidy up and
Goodbye
routines.

Tidy-up
Goodbye
routines

Tidy-up.
Goodbye
routines

Greetings.
Setting
WALT

-Role-play: Pupils go on stage to represent their comics. Meanwhile, those pupils who are not doing the
representation take notes about their classmate s performance following a chart given by the teacher.
- Decision making: With the previous chart, pupils and teacher choose which group has been the best.
- Self- evaluation: Pupils test.
Greetings
- Language awareness: Pupils are given back their pieces of writing (comics) which have been marked by the
Daily routines
teacher using the corresponding correction code.
WALT
- LW topic grid: Pupils write What theyve learnt, what they still want to find out and learn about this unit.

Goodbye
routines
Tidy-up
Goodbye
routines