2ms file 3 lesson plans.doc

file three 2ms

ZERFAOUI Mohamed Middle SchoolLevel: Second (02nd) MSTeacher: Ms.REBIAI Moufida.

(03)HEALTH(01)ONE

Listen & Speak

L.Form : Have got

Use "should"V.Aids : Books & Pictures

Function : Enquiring about someone's health

Expressing suggestion/

Objective: Pps will be able to Enquire about someone's health and Express suggestion

Teacher's TasksPupils' Tasks

Listen and Speak: Invites the Pps to listen the ("Script 1 p 64"). Ask the Pps to repeat sentence by sentence, then pair by pair till the whole drill.

Liz: What's the matter? Sally: I couldn't sleep a wink last night. I had a terrible headache.

Liz: Really? Does your head still hurt? Sally: Yes, it does, I feel just awful! Liz: Humm ...... and you've got a fever, too.....

Sally: What should I do? Liz: Well, you must stay at home and get some rest,

Sally: Should I take a medicine? Liz: No, you must call a doctor. Pronunciation and Spelling:

Listen and repeat: Asks the Pps to listen then repeat the sounds and try to discriminate between them.

/ / "sh"/ t / "ch = tch"/ k / " ch = k"EnglishShould

FreshWashTeacher

Check

FrenchChallenge

School

StomachMechanic

Character

Practice Stress and Intonation: The teacher read the "stress and intonation " activity then invites the pupils to read it and try to respect stress and intonation:

What shoulder I do when it aches?

Practise: Asks to do ("Act 1 p 50") choose the right advice for health problem. T.gives an example Pupil 1: Ive got a terrible headache. What can I do?

Pupil 2: You should take some aspirin.

T. asks to do (Act 2 p 51).Match the questions with the answers.

Go forward

Asks the Pps to open their books on page 51, read the instructions for the use of the aspirin. Asks to do ("Act 1 p 51") give the advice to people on page 52. My sisters baby ate several aspirins. What should my sister do? ( You mustnt get a several aspirins to your baby. How often can I give aspirin to my 5 year old son? ( You mustnt give aspirin to your 5 year old son

Pps listen and repeat.Pps.listen and repeatPps. do the taskPupil 1: Ive got a terrible an insect bite. What can I do?

Pupil 2: You should put anti-itch cream on it and put a bandage.

Pupil 1: Ive got a terrible backache. What can I do?

Pupil 2: You should get some exercise and take vitamin C.

Pps do the task.A: What's the matter?

B: I've got hiccups.A: What should I do?

B: Nothing, but eat less quickly.

A: How do you feel today?

B: Better thanks.

A: What's the matter?

B: I suffer from sunburn.

A: What should I do?

B: You should put some ointment on it.

A: How do you feel today?

B: Awful.

The Home Work:

Give an advice to people about health.

Level: Second (02nd) MSTeacher:

(03)HEALTH(01)ONE

Discover The Language

L.Form : Must /Mustn't - Should V.Aids : Books, Pictures & Maps

Function : Giving advice

Objective: Pps will be able to give advice.

Procedure Pupil's Task

Warm-up:

Recall previous lesson.Discover the language: Asks to do ("Act p 53")1) Asks the Pps to read ("Conversation p 53"). Liz: How do you feel now, Sally? Sally: Oh, Mum, I really feel awful. My head still hurts and I've got a sore throat, too. Liz: Lets have a look at your throat. Say aah! Sally: 'Aah! Aah! It hurts.... Liz: I think youve got tonsillitis. Sally: Can I go to Wangs party. Liz: You cant! You mustnt get out. You must stay in bed and Ill phone the doctor.2) What does Sally want to obtain when she says: Can I go to Wang's party? Permission to go to Wang's party3) Does her mother agree? No, her mother doesnt agree4) What is Sally obliged to do? She must stay in bed.5) What can you say about the word must? must" is for "expressing Obligation"

Practise

Asks to do ("Act 1 p 53") Role play:Pupil 1. You're a patient and you've got a health problem,

Pupil 2. You're a doctor. Tell your partner what he / she must or mustn't do.Pupil 1: I have got { a pain in the back / sore throat / a flu }

See a doctor. You mustnt carry heavy things.

Pupil 2: You must take hot drinks. You mustn't eat ice creams.

Stay in bed. You must not go out.

HEALTH PROBLEMS

MUST

MUSTN'T Pain in the back - Sore throat

Sprained ankle - Stomach-ache

Diarrhea - flu

stay in bed - go on a diet - go out see a doctor - drink a lot of water

wash fruit and vegetables carefully eat ice-cream - use an ice pack

carry heavy things

take hot drinks Asks to do ("Act 2 p 53") Match questions and answers.

1. Whats the matter?

2. Where does it hurt?

3. How did it happen?

4. Is it first time you have this pain?

5. Did you take any medicine?

6. What did you take?

1. I wanted to climb a tree

2. Yes, I did.

3. Here, behind my knee.

4. Yes, it is.

5. I put some ointment on it.

6. I have an awful pain in my leg.1) ((6) - 2) ( (3) - 3) ( (1) - 4) ( (4) - 5) ( (2) - 6) ( (5)

The Home Work:

Level: Second (02nd) MSTeacher: Mr.

(03)HEALTH(01)ONE

Practice

L.Form : Must /Mustn't - Should V.Aids : Books, Pictures & Maps

Function : Giving advice

Objective: Pps will be able to give advice.


Warm-up:

Recall previous lesson.Practise: Asks to do ("Act 1 p 51") give the advice to people on page 52. My sisters baby ate several aspirins. What should my sister do? ( You mustnt get a several aspirins to your baby.

How often can I give aspirin to my 5 year old son? ( You mustnt give aspirin to your 5 year old son Asks to do ("Act 2 p 52") put each illness in the right box:Common Illnesses

Serious Illnesses

A headache a stomachache an earache a toothache sore throat cold a cough a backache A heart disease pneumonia AIDS high blood pressure diabetes obesity Asks to do ("Act 3 p 52") Here are some health tips. Ask answer.

e.g: Why should I eat less fat? ( Because too much fat can cause obesity

Less

Illnesses

fat

sugar

sodas

sweets

salt

obesity

diabetes

heart trouble

toothaches high blood pres

A : Why should I eat less [ fat sugar - salt ]

B : Because too much [fat sugar salt ] can cause [obesity diabetes high blood pressure]

Asks to do ("Act 1") Put the following words in order to make correct sentences.

must /revise / lessons /should /./ your /you ( You should revise your lessons .

not / must / you / smoke / . / ( You must not smoke . should / what / we / ? / do / ( What should we do ? I / ? / must / do / what / ( what must I do ? Asks to do ("Act 2") Match the pairs.

Sentence

Meaning

1) You must do the exercise.

2) Could you open the window please?

3) Can I go out?

4) You should practise sport

Permission

Request

Obligation

Advice

Asks to do ("Act 3 p 53") What does the signs mean ? Write in full .

A: "Silence Hospital! What does that mean? B : It means .You must keep calm.

A: "No smoking" ! What does it mean? B : It means .You mustn't smoke

The Home Work:

ZERFAOUI Mohamed Middle SchoolLevel: Second (02nd) MSTeacher: Ms.REBIAI Moufida

(03)HEALTH(02)TWO

Listen & Speak

L.Form : Must /Mustn't/Should

Adverbs of mannerV.Aids : Books & Pictures

Function : Expressing obligation/prohibition and Giving advice

Expressing how people do things

Objective: Pps will be able to Express obligation/prohibition and Giving advice


Warm-up:

Asks the Pps to open their books on page 55, and introducing the sequence 02.Listen and Speak: Invites the Pps to listen the ("Script 2 p 64"). Robin: Wow! You look so fit, Rayan! What's your secret? Do you exercise regularly?

Rayan: Well, yes. I lift weights twice a week and I go cycling at weekends.

Robin: Is it dangerous to lift weights?

Rayan: Not really. You must just handle them carefully.

Robin: That's great! What about you Andy? Do you play any sport?

Andy: I don't like sports. And I hardly ever exercise. In fact, I like video games and I play them nearly every day after school.

Robin: What do your parents.....

Andy: I know. it drives them crazy!

Rayan: And when do you find time for homework?

Andy: Don't worry! I promised to play less and study more.

Robin: That's fine for your school work, but what about your health?

Asks to do ("Act 1 p 55") Answer the questions What does Rayan do to keep fit? Does Andy practise any sport? What does he do after school? Pronunciation and Spelling:


Sounds

/ ai // i /

/ i: /

pilerightbiteadviceobligeprivateexcite

pillringitchillnessaspirinhiccupsexiteachleavefeelreachseekfeetthese


I keep fit and stand on my feet? ( you are fat and you stand on your hat.

Practise: Asks to do ("Act 1 p 56 ") on your way to school, you saw an accident Tell you friend about it. Turn the adjectives between brackets adverbs and use them.

Asks to do ("Exercise ") Form adverbs from the following adjectives .

Asks to do ("Act 4 p 56 ") Questionnaire: How often do you do these things? Answer the questions and Write down your partner's answers and report to the rest of the class.

e.g.: Linda: I brush my teeth three times a day.

Indira : Linda brushes her teeth three times a day.

brush your teeth

wash your hands

take a shower

go to the hairdresser's

clip your nails

You

Thrice

Eight times

Once a week

Once a month

Twice a week

Your partner

Thrice

Ten times

Twice a week

Once a month

Once a week

A: How often do you [brush your teeth wash your hands- take a shower- go to the hairdresser clip your nails ]?

B: I ( brush my teeth thrice a day after each meal ) I{ wash my hands many times a day }I [take a shower once a week ] I {go to the hairdresser once a month} I ( clip my nails four times a month).

Asks to do ("Act 2 p 57 ") Give advice to your friend.

1. A: What should I do to feel calm? (B: You should sleep early and get up early.

2. A: What should I do to challenge my brain? (B: You should play chess, scrabble and crosswords or read.

3. A: What should I do to keep fit? (B: You should walk for half an hour every day.

Go forward: Asks to do ("Act 3 p 57 ") Ask questions on the underlined words.

You must eat dairy products to get enough calcium. ( What must you eat to get enough calcium?

You must exercise 10 minutes every day. ( How long must you exercise every day?

You must play chess to challenge your brain.( What must I do to challenge my brain?

You must drink 1.5 liter of water to eliminate toxins. ( How much water must drink to eliminate toxins?

Pps listen.

Pps do the task.

( He lifts weights( No he does not( He plays video games.Pps listen and repeat the sounds

A : What happened this morning ? An ambulance blew its horn.

B : I saw an accident this morning. A car was going (fast) fast. It ran into a young mans bike. The young man was hurt (bad) badly. Some people came (quick) quickly to help.

But a policeman on duty told them to keep away .He asked his colleague to call an ambulance. The ambulance arrived (rapid) rapidly. Two ambulance men came out of it and put the young man on a stretcher (careful) carefully.

the Pps Try to state the rule :

Adjective

Adverb

heavy

heavilyserious

seriouslybad

badlygood

well

The Home Work:


(03)HEALTH(02)TWO

Discover the Language

L.Form : Adverbs of mannerV.Aids : Books, Pictures & Maps

Function : Expressing how people do things

Objective: Pps will be able to Express how people do things


Warm-up:

Recall previous lesson.Discover the language: Asks the Pps to read ("Conversation p 58"). Martin Stuart says: Im terribly depressed. Last month I worked as a bus-driver for a medical firm. I drove badly, fast and I had three accidents in one month. The worst was when I ran in Co my boss's car; I lost my job after that. Now. I'm out of work and you know how hard it is to find a job nowadays! Asks to do ("Act p 58")1) Do you know words that derive from the underlined words? - terribly ( terrible - badly ( bad2) What can you deduce? I can deduce that these words are adverbs

Words

Root

Suffix

Terribly (adverb)

Terrible

ly

Badly (adverb)

Bad

ly

3) Whats the grammatical form of the word that is before the underlined words? ( The word that is before the adverb is the verb

4) What can you deduce? (I can deduce that the adverb comes after the verb.

Practise

Asks to do ("Act 1 p 58") Copy the chart then complete it from the text.

Regular

Irregular

Adjective

Adverb

Adjective

Adverb

Hard

HardlyWorst

worst

Asks to do ("Act 2 p 58") Put the words in the right order to make correct sentences.

He works hard.

Handle carefully these boxes.

He asked angrily to see the manager.

Asks to do ("Act 3 p 58") Insert each adverb in the right place: (loud-awfully- carefully- fast) We're late! Please, could you walk fast ? You must drive carefully The highway is not safe.

She isn't a good singer; she sings.....awfully..... Please don't speak loud . The baby is asleep.

The Home Work:


(03)HEALTH(02)TWO

Practice

L.Form : Adverbs of mannerV.Aids : Books, Pictures & Maps

Function : Expressing how people do things

Objective: Pps will be able to Express how people do things


Warm-up:

Recall previous lesson.Practise: Asks to do ("Act 2 p 57 ") Give advice to your friend.

1. A: What should I do to have strong teeth? (B: You should brush them three minutes, thrice a day.

2. A: What should I do to protect my skin? (B: You should use creams.

3. A: What should I do to help my digestion? (B: You should eat fresh fruit and vegetables.

Asks to do ("Act 4 p 58") Complete with adverbs of your own.

He looked at me angrily because he didn't like my question. Harry doesn't work seriously . that's why he does so badly at his examination,

Don't eat so quickly . or you will choke,

It is better to drive slowly .. and carefully ..

He speaks English fluently we can understand everything he says. Asks to do ("Act 2 p 67 ") Agree with these statements.1. A: Dad is a careful driver. (B: That's right. He drives carefully.

2. A: My uncle is a hard worker. (B: That's right. He works hardly.3. A: Linda is a quick learner. ( B: That's right. She learns quickly.

4. A: Charles is a good swimmer. (B: That's right. He swims well.

5. A: Ken is a slow reader. ( B: That's right .He reads slowly.

6. A: Sami is a fast runner. ( B: That's right. He runs fast.

7. A: My cousin is a bad writer. ( B: That's right. He writes badly.

Asks to do ("Act 3 p 67 ") Form adverbs from the following adjectives when possible.

Adjective

Adverb

Heavy

HeavilyGood

Well

Happy

HappilySerious

SeriouslyFat

(Old

(Small

Small

Fast

Fast

Terrible

Terribly

The Home Work:

Level: Second (02nd) MSTeacher: Mr.

(03)HEALTH(03)THREE

Listen and Speak

L.Form : The passive formV.Aids : Books, Pictures & Maps

Function : Talking about discoveries

Objective: Pps will be able to Express obligation/prohibition and Give advice.


Warm-up:

Asks the Pps to open their books on page 60, and introducing the sequence 03.Listen and Speak: Invites the Pps to listen the ("Script 3 p 64"). Ask the Pps to repeat sentence by sentence, then pair by pair till the whole drill.

Pedro: Hi, Aminata. What are you doing?

Aminata: I'm preparing a quiz about medical discoveries and their authors. Pedro; Can I help you?

Aminata: Yes, please, remind me about the discoveries we saw in file 6 last year. Pedro: Err......Vaccines against rabies and cow-pox, BCG, radium, penicillin and . Aminata: Oh, yes. Now, 1 remembers. Penicillin was discovered by Marie and

Pedro: You, blockhead! Penicillin was discovered by Alexander Fleming and Marie Curie discovered radium ...

Aminata: Ah! Ah! Ah.... I always get mixed up!

Asks to do ("Act 1 p 60 ") Listen to your teacher then say if these sentences are true or false,

Pedro is preparing a quiz. ( False Pedro offered to help. ( True Marie Curie discovered radium. ( True Pedro is a blockhead. ( False Alexander Fleming discovered a vaccine. ( True Pronunciation and Spelling:


Stress

01st syllable02nd syllable03rd syllableAmbulanceThermos

X-rays Fibresmedicineprepare transformcreaterelievediscoverpreparationtransformationcreativityrelaxation medication Identify: Asks the Pps to identify the sounds and spelling:

discover, discovery, create, creation, creativity, relieve, relaxation .... Compare: Asks the Pps to compare the sounds in these minimal pairs:

prepare, fibres, X-rays, relaxation, relieve, medication, medicine ....


An apple a day keeps the doctor away! Practise:Penicillin: 1928

Glasses: 1280

insulin: 1921

Ambulance: 1792

Aspirin: 1853

School for nurses: 1854

Thermometer: 1626

X-rays: 1895

Asks to do ("Act 1 p 60") When did it happen? Ask and answer. Use these verbs: invent, discover, create,

e.g. You: When was penicillin discovered?

Your partner; Penicillin was discovered in 1928,

Asks to do ("Act 3 p 61") Remember your biology Lessons and say where you can find them; water - fats - vitamins - fibres - minerals - carbohydrates e.g. Proteins are found in meat, fish and milk.Go forward

Asks the Pps to open their books on page 51, read the instructions for the use of the aspirin. Asks to do ("Act 1 p 51") give the

The Home Work:


(03)HEALTH(03)THREE

Discover the Language



Objective: Pps will be able to talk about discoveries.


Warm-up:

Recall previous lesson.Discover the language: Asks the Pps to read ("about vitamins p 62"). A: Deficiencies in nutrition cause diseases. Certain foods contain important substances. These substances improve the development of the body. Scientists called them -vitamins, meaning essential to life. Vitamins regulate the transformation of food into energy. Each vitamin plays a specific role. You find vitamin C in fruit and vegetables for example. It is important to have a balanced diet to be in good health.

Asks to do ("Activities p 58")1) Copy this paragraph on your exercise - book.

2) Underline all the verbs. ( cause contain improve called regulate plays find is -3) Circle the subject of each verb. (deficiencies in nutrition - certain food these substances - scientists vitamins - each vitamin you - it

4) Now, read the paragraph below and compare. B: Diseases are caused by deficiencies in nutrition. Important substances are contained in foods. The development of the body is improved by these substances. They were called vitamins. Vitamin C is found in fruit and vegetables for example. It is important to have a balanced d be in good health.

5) What changes from paragraph B? (In the first paragraph the subject is mentioned, but in the second one there is no subject .Object and verbs are mentioned.

6) What can you deduce? (I can deduce that the first paragraph is in the active form whereas the second one is in the passive form.Practise

Asks to do ("Act 1 p 63") Rewrite the following text in this way passive.

The five food groups are composed of grains, fruit, vegetables, meat, other proteins, fat, and sugar. In healthy diet, an important role is played by each group. So, to keep in good health a lot of grains, fruit and vegetables must be consumed. Dairy, meat and other proteins mustnt be eaten and too much fat and sugar must be avoided. Asks to do ("Act 2 p 63") Write sentences like this.

A bee stung him on his arm. ( He was stung on his arm by a bee

Your cat scratched me yesterday.( I was scratched by your cat yesterday. Her brother contaminated her.( She was contaminated by her brother. His neighbour knocked him on his nose.( He was knocked by his neighbour into his nose. This exercise stressed me.( I was stressed by this exercise. Explains to Pps some changes which occurs while turning from active to passive

. Me ( I Hi ( He Her ( She Us ( We .

The Home Work:


(03)HEALTH(03)THREE

Practice



Objective: Pps will be able to talk about discoveries.


Warm-up:

Recall previous lesson.Practise: Asks to do ("Act 3 p 63") Who did what? e.g. Penicillin was discovered by Alexander Fleming-

1. Insulin was discovered by Dominique Jean Larrey.

2. Aspirin was discovered by Florence Nightingale.

3. Glasses were invented by Santorio.

4. The ambulance was invented by Wilhelm Konrad Roentgen.

5. The thermometer was invented by Salvino Degli Armati.

6. X Rays were invented by Paulesco. Asks to do ("Act 4 P 67") When did it happen? Write sentences.1. 1863-The London underground (open) ( The London Underground was opened in 1863.

2. "1826" The first photograph (take) ( The first photograph was taken in 1826.

3. "1879" The electric bulb(invent) ( The electric bulb was invented in 1879.

4. "1885" The motor cycle (invent) ( The motor cycle was invented in 1885.

5. "1928" Penicillin (discover) ( Penicillin was discovered in 1928.

6. "1945" The atom bomb first (use) ( The first atom bomb was used in 1845.

7. "1953" Mount Everest first (climb) ( The Mount Everest was first climbed in 1953.

Asks to do ("Act 8 P 68") Write the passive form of the verbs in brackets.

When I entered the waiting room, I (invite) was invited to sit down and to wait for about ten minutes. I (give) was given some magazines .Then a man arrived, he (ask) was asked to wait in the waiting room with the other patients. He wanted a cigarette, but (not allow) was not allowed to smoke .As he got angry he (show) was shown the no smoking notice stuck on the wall.

The Home Work:


(03)HEALTH

L.Form : /V.Aids : Books, Pictures & Maps

Function : /

Objective: Pps will be able to learn..


The Home Work:

-Level: Second (02nd) MSTeacher:

(03)HEALTH

L.Form : /V.Aids : Books, Pictures & Maps

Function : /

Objective: Pps will be able to revise and check a previous knowledge


Warm-up:

Asks to revise a previous remindersPractices:

The Home Work:

ZERFAOUI Mohamed Middle SchoolLevel: ( ) MSTeacher: Ms.REBIAI Moufida

( )

L.Form : V.Aids :

Function :

Objective:

Teacher's tasksPupils'Tasks

The Home Work:

Reminder : must / should:

( We use must when we want to express:

Necessity: e.g: The doctor told him he must stop smoking immediately.

Obligation: e.g: Drivers must stop at the pedestrian crossing.

( We use a negative statement mustn't or must not when we want to express prohibition:

e.g: You mustn't talk in the library / You must not talk in the library.

N.B. Must and mustnt are always used with an infinitive verb without to.

( We form questions by using must before the subject: e.g: Must I see the doctor now?

( We use should to give advice.

( We form affirmative statements with should + infinitive (without to):

e.g: You should take care of your health, you work too much.

( We form questions by using should before the subject: e.g: Should. I take one or two pills?

( We form negative statements with not: e.g: You should not eat that / You shouldn't eat that.

Pronounced ( " i " = /ai /

The letter "i" :

Pronounced ( short "e" = /i/

"e" + "a"

The letter: long "e" = /i:/

"e" + "e"

Adverb = adjective +"ly

Reminder :

( We use adverbs to modify the meaning of;

Verbs: e.g: He walks quickly.

Adjectives : e.g: She is very pretty

Other Adverbs: e.g: You eat too quickly.

Adverbs come after the verbs and answer the question How? .

e.g: They were reading silently. (How were they reading?)

( Many adverbs are formed by adding ly (suffix) to adjectives.

Notice how certain things change in the spelling ;

badbadly(+ ly')carefulcarefully(+ double l)horriblehorribly(no 'e')happyhappily(y' changed into I)Note:

Some adjectives do not form adverbs with 'ly': old/ fat / big / small / slim / long / little / young and all colour adjectives.

some adverbs have the same form as adjectives : fast / hard / early / late e.g: He is a fast runner (adj) / He runs fast, (adv) / She is a hard worker (adj) / She works hard, (adv)

Some other adverbs are irregular: e.g: She's a good singer (adj) / She sings well (adv).

Reminder:

(We use the passive to describe a process when it's not important to know who did the action.

e.g. We were ail invited to the concert,,

(We form the passive like this: subject (S) + be + past participle (PP) + agent (by + noun)

e.g. Penicillin (S) was discovered (PP) by Fleming.

NOTE : The form of the auxiliary be in the passive voice is the same as the form of the verb in the active voice.

e.g. Fleming discovered Penicillin, (past simple)

Penicillin was discovered by Fleming (past simple).

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