S.S.I.S. – UNICAL

Scuola di Specializzazione all’Insegnamento Secondario

Lingua Straniera – Inglese (Classe 45/A)

Modulo: Abilità Orali e Scritte

Prof. Dott. ssa

Pietro Gentile Giusi Celestre, matr.1183

Title of the Lesson Plan:

Introduction

This activity is designed for students learning English at Scuola Media Level (A 1.2) . It gives students an opportunity to pool their knowledge about cold and flu. It gives also students the opportunity to become involved in the discussion and allow students plenty of opportunities to compare and share their ideas.

Preliminary information

Time: 60-90 minutes

Level: A1.2 of the CEF, 3^rd class of Scuola Media

Title of the Lesson: Stuffy Nose? How to Tell if It's a Cold or Flu

Title of the Teaching Unit: The Human Body

Context of language use : Public domain

Assumed Knowledge:

Grammar:

knowledge of basic grammar: present simple, past simple, possessives, comparison, adverbs; question and comment tags; Time: from/since/for;

Lexis:

knowledge of basic vocabulary.

Knowledge of the vocabulary concerned with parts of the body

Functions:

Can give his/her own opinion about a simple text;

Can comment a text about topics of interest.

Can talk about experiences in the past.

Can describe home remedies, preventive care.

Can describe healthy habits.

Language Activities

Reception:

Can scan very short and simple texts containing the highest frequency vocabulary in order to locate specific information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task; can skim a short and simple text in order to catch its general meaning; can identify the main conclusions in clearly signalled argumentative texts; can recognise significant points in simple newspaper articles on subjects of interest.

Interaction:

Can maintain a simple conversation or discussion on topics of interest; can give personal views and opinions in discussing topics of interest; can make his/her opinions and reactions understood, giving brief reasons and explanations; can summarise and give his/her opinion about an article, and make a talk or a discussion.

Production:

Can briefly give reasons and explanations for opinions, plans and actions; can write simple detailed descriptions on a range of familiar subjects within his field of interest; can narrate a story; can write simple on topic of interest; can summarise, report and give his/her opinion about information on familiar routine and non-routine matters.

Aims:

To improve extensive & intensive reading practice , skimming- scanning ( fast reading & detailed reading)

To give freer speaking practice

To introduce students to a lexical set connected to common illnesses

To create student interest in the text

To expose students to some authentic texts

To give students the ability to access and navigate an aspect of the health care system

To enrich vocabulary

To reinforce present passive and zero conditional uses

To practice co-operation (pair/group works)

Teacher promotes:

learner autonomy

peer teaching in order to negotiate the meaning of the various vocabulary items

opportunity for speaking.
Interpretation of events in the text .
Students understanding of the text by completing an open cloze text

COMPETENCES INVOLVED:

GENERAL COMPETENCES

Declarative knowledge, skills and know-how, existential competence, ability to learn

COMUNICATIVE LANGUAGE COMPETENCES

Linguistic Competence

General Range

Has a repertoire of basic language which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words

Vocabulary Range

Has a sufficient vocabulary for the expression of basic communicative needs and for coping with simple survival needs.

Grammatical Accuracy

Uses some simple structures correctly, but still systematically makes basic mistakes- for example tends to mix up tenses and forgets to mark agreement; nevertheless, it is usually clear what he/she is trying to say.

Vocabulary Control

Can control a narrow repertoire dealing with concrete everyday needs.

Phonological Control

Pronunciation is generally clear enough to be understood despite a noticeable foreign accent but conversational partners will need to ask for repetition from time to time

Orthographic Control

Can copy short sentences on everyday subjects Can write with reasonable phonetic accuracy short words that are in his/her oral vocabulary

Pragmatic Competence

Spoken fluency

Can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts.

Can make him/ herself understood in short contributions, even though pauses, false starts and reformulation are evident.

Flexibility

Can adapt well-rehearsed memorised simple phrases to particular circumstances through limited lexical substitution.

Can expand learned phrases through simple recombination of their elements

Coherence

Can link group of words with simple connectors like, and, but and because

Precision

Can communicate what he/she wants to say in simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message

Sociolinguistic Competence

Appropriateness

Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes.

Can socialise simply by effectively using common expressions and following basic routines

Anticipated Problems and Solutions:

1. Unfamiliar vocabulary might cause problems in understanding the text.
Class will be presented with True or False exercises based on pre-selected lexical items.

2. Some students are slower readers than others.
Listening to and reading the text different times should aid slower readers in keeping up.

3. It might be difficult to follow the connection between parts of the text and to infer the relationships and attitudes alluded to in the story.
Focusing on leading questions before and while reading and paired discussion after reading should increase their chances of understanding.

4. Understanding texts is something most students have problems with. Use of Brainstorming activities gives students the opportunity to partially understand and provides them with the necessary background it also increases chances at success in the tasks.

Aids:

Text – An article taken from Reuter Web Site: www.reuters.com/

Accompanying comprehension tasks

An Overhead projector

Tasks to be performed:

Listening: listening for gist, listening for specific information

Reading: reading for gist (skimming), reading for specific information (scanning), intensive reading

Speaking: class discussion

Writing: True or False questions, matching, fill-in -the-gaps, informational texts

Assessment Tools and criteria

Formative

Written test:

Structured: True/False – multiple choice - completion

Not - Structured: free writing - discussions

Oral test: Not - structured: open stimulus and answers, class discussions, debate

Criteria for credit granting:

91% -100 % = Outstanding ( 10) Level 5

80% - 90% = Pass with distinction ( 9) Level 4

70% - 80% = Pass with merit ( 8) Level 3

60% - 69 % = Pass ( 6) Level 2

50% - 59 % = Narrow pass ( 5 ½)) Level 1

49 % = Fail Level 0

WRITTEN WORK: Each item: from level 1 to level 5

	Complete and articulated (coherent/cohesive)	Complete	Sufficient	Incomplete/ insufficient
Content/ lexis	5	4	3	2 -1
Communicative effectiveness	5	4	3	2 -1
Use of right register	5	4	3	2 -1
Grammatical correctness	5	4	3	2 -1
punctuation	5	4	3	2 -1

ORAL WORK: Each item: from level 1 to level 5

	Complete and articulated	Complete	Sufficient	Incomplete/ insufficient
Content	5	4	3	2-1
Communication	5	4	3	2-1
Use of lexis	5	4	3	2-1
Grammatical correctness	5	4	3	2-1
Pronunciation/Intonation	5	4	3	2-1

Links to other subjects

Science

Remedial work

Do be defined according to results

Procedure:

Stage 1 : Pre - reading

Brainstorming activity into the theme of the text.

Time: 10 mins

Interaction: tch-std, stds-stds, stds-tch, tch-std, tch-std

1. To arouse students’ interest in the following text by providing them a written record of vocabulary items

2. Make sure students have a clear understanding of what the words 'flu', 'cold', and 'symptoms' mean.

3. To review and pre-teach items that will come up in text/topic.

4. To test their medical knowledge

5. To provide a link from previous class

What Do You Think? (Activity A)

Work alone and answer questions 1 - 3.

1. Which things on the list below are usually signs and symptoms of a cold and which are signs and symptoms of influenza (flu)?

Signs and symptoms:

● fever and chills	● sore throat	● stuffy nose	● runny nose
● scratchy throat	● body aches	● upset stomach

2. What kind of things do you do in your everyday life to try and avoid catching a cold?

3. What do you do if you have a cold? Do you do anything special to try and make it go away faster?

● Now work in pairs and compare your answers for questions 1 - 3.

Test Your Medical Knowledge ( Activity B)

Work in pairs and decide whether these statements are True or False. (You will be able to check your answers later when you read the article.)

1. There are vaccines available that can prevent people from catching flus and colds.	T	F
2. There are more than two hundred viruses that can cause the flu.	T	F
3. Washing your hands can lower your chances of catching a cold.	T	F <
4. It is easy to tell whether or not a small child has the flu.	T	F <
5. Aspirin will help take away any aches and pains and is suitable for everyone.	T	F
6. Children with the flu usually have higher fevers than adults	T	F

Stage 2 – While - Reading

Time:15 mins

Interaction: tch-stds, std-stds, stds-tch

Students are given some intensive reading practice:

1. Students skim the text, they have a time limit of five minutes then they answer to a range of questions ( global understanding of the passage).

2. Students scan the text, they have a time limit of five minutes then they try to find out the signs and symptoms the article mention in connection with cold and influenza then write them under the appropriate heading.

3. Students check the true or false activity made during the pre- reading stage, they have to change the false sentences to make them true.

4. Teacher uses reading passage’s summary as a context for the reinforcement of present passive and checking understanding. Students complete a fill – in – the gap activity

5. Students match pictures and equivalent words for lexical expansion.

6. Students match main clause and first event happening in order to reinforce the zero conditional tense.

The teacher reads the text aloud, in order to make students aware of the right pronunciation and intonation.

NEW YORK Monday January 14 (Reuters Health)

- Scratchy throats, stuffy noses and body aches all spell misery, but being able to tell if the cause is a cold or flu may make a difference in how long the misery lasts. The American Lung Association (ALA) has issued new guidelines on combating colds and influenza, and one of the keys is being able to quickly tell the two apart. That's because the prescription drugs available for the flu need to be taken soon after the illness sets in. As for colds, the sooner a person starts taking over-the-counter therapies, the sooner relief will come, according to the ALA.

The common cold and the flu are both caused by viruses. More than 200 viruses can trigger cold symptoms, while the flu is caused by three viruses--influenza A, B and C. There is no cure for either illness, but the flu can be prevented by the influenza vaccine--and is, for most people, the best way to fight the flu, according to the ALA.

But if the flu does strike, quick action can help. Although the flu and common cold have many similarities, there are some telltale signs to look for.

Cold symptoms such as stuffy nose, runny nose and scratchy throat typically develop gradually, and adults and teens often do not get a fever. On the other hand, fever is one of the hallmarks of the flu for all ages; children's fevers tend to be higher, ranging from 103 to 105 degrees Fahrenheit (39-40 degrees Centigrade), the ALA points out. And in general, flu symptoms including fever and chills, sore throat and body aches come on suddenly and are more severe than cold symptoms. Contrary to popular belief, upset stomach is rarely a symptom of the flu, according to the ALA.

The group notes that it may be particularly difficult to tell when infants and preschool age children have the flu. It advises parents to call the doctor if their small children have flu-like symptoms.

If patients see a doctor within 2 days of symptom onset, the flu can often be treated with one of four drugs that have been shown to shorten the duration of symptoms, the ALA adds. These drugs are: oseltamivir (Tamiflu), zanamivir (Relenza), amantadine (Symmetrel) and rimantadine (Flumadine). Some can be given to children older than one year.

Both cold and flu symptoms can be eased with over-the-counter medications as well. However, children and teens with a cold or flu should not take aspirin for pain relief because of the risk of Reye syndrome, a rare but serious condition of the liver and central nervous system.

There is, of course, no vaccine for the common cold. But frequent hand washing and avoiding close contact with people who have colds can reduce the likelihood of catching one.

Work in group of fours and skim the text. Read as quickly as possible. You have a time limit of five minutes.

Now try to answer the following questions:

1. Which signs and symptoms does the article mention in connection whit cold and influenza (flu) ?

2. What is the main cause of cold and flu?

3. Can you do anything special to try and make flu go away faster?

4. Is there a vaccine for the common cold?

5. What can you do to reduce the likelihood of catching cold?

Here is the list of symptoms from Pre-Reading Activity A.

● fever and chills	● sore throat	● stuffy nose	● runny nose
● scratchy throat	● body aches	● upset stomach

Read carefully the second part of the article, you still have time limit: five minutes. Which signs and symptoms does the article mention in connection with colds and influenza? Write them down under the appropriate heading. Are there any that are not usually symptoms of either a cold or flu? Write them down under the Neither Cold nor Influenza heading.

Cold

Influenza

Neither Cold nor Influenza

Now go back to Pre-Reading Activity B and do the following things:

1. Check to see if your answers are correct according to the article.
2. Change your answers if they are incorrect.
3. If a statement is false, change the false statement to make it true.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Here is a paragraph summarizing the message of the article. Fill the gaps in the sentences with information from the article. (Put one word only in each gap.)

Cold and flu symptoms are similar but ____________ symptoms are more serious and develop faster. If you are able to tell that you have the ____________, and see a doctor, you may be treated with one of ____________ drugs which will ____________ the length of the symptoms. These medications, however, must be taken within ____________ days of the flu starting, so it is important that you try to work out which illness you have and then go and see a ____________ if you have the flu.

The article contains a lot of information written in the present simple tense. For example, "upset stomach is rarely a symptom of the flu, according to the ALA."

Why are sentences like this one in the present simple?

Students sometimes confuse present active with present passive sentences (Subject + be verb + past participle of the main verb). Look at these sentences from today's article. Change the verbs in brackets (which are in the infinitive form) into the correct form (present active or present passive sentences).

a. Scratchy throats, stuffy noses and body aches all ________ (to spell) misery.
b. The common cold and the flu ________ (to cause) by viruses.
c. The flu ________ (to cause) by three viruses--influenza A, B and C.
d. There ________ (to be) no cure for either illness.
e. Cold symptoms such as stuffy nose, runny nose and scratchy throat typically ________ (to develop) gradually, and adults and teens often do not _______ (to get) a fever.
f. On the other hand, fever ________ (to be) one of the hallmarks of the flu for all ages.
g. There ________ (to be), of course, no vaccine for the common cold.
h. But frequent hand washing and avoiding close contact with people who ________ (to have) colds reduces the likelihood of catching one.

In pairs, try and match the words and the pictures below.

		cough
		sneeze
		someone washing their hands
		cough syrup
		throat lozenges
		vaccination
		aspirin
		lemon and honey drink
		garlic
		nose drops

In a conditional sentence, the result or main clause is dependent on the first event happening (if). The zero conditional uses if + present simple, + present simple. We can use the zero conditional when we are talking about something that is generally true or a fact. For example: If I have a bloody nose, I lie on my back.

Match the problem with the remedy by drawing a line.

1. If I have a cold,

2. If I have a cough,

3. If I have a headache,

4. If I don't want to catch the flu,

5. If I have a sore throat,

6. If I have a blocked nose,

7. If I have a high fever,

8. If I don't want to catch a cold,

9. If I sneeze,

10.If I want to get over a cold quickly,

a. I wash my hands a lot.

b. I eat garlic.

c. people usually say "Bless you."

d. I drink lemon and honey drinks.

e. I take some aspirin.

f. I can get a vaccination.

g. I suck throat lozenges.

h. I have a warm shower to cool down.

i. I take some cough syrup.

j. I use drops.

Follow up activity:

Time: 20 mins

Complaints game

1.Teacher introduces the idea of the game.

2. Handout of the complaints copied and cut up for the students. Each of the students are given two complaints.

3. teacher allows five minutes to talk to everybody in the room and ensure herself that they don’t write anything down. When teacher says “ GO” students try to tell the group’s designated writer as many complaints as they can. Teacher allows students 5 minutes then says “STOP”.

4. Teacher groups students into three or four then write the following headings on the board for the designated writer for each group to use

Student's Name:	Complaint:

Complaints Game

1. Isn't it horrible when everybody around you is sick and won't stop complaining? Today you are at a party at your best friend’s house. Everybody is sick and grumpy and complaining. You must talk to everybody and remember their complaints, but you can not write anything down.

2. Each of you will have two complaints copied and cut up by the teacher

I have a cold.

I have a headache.

My stomach hurts.

My nose is blocked.

I have a sore, scratchy throat.

I have a runny nose.

I can't stop sneezing.

My nose is sore from blowing it too much.

My ears are blocked.

I have a sore neck.

I have the flu.

I have a bad cough.

I have a temperature.

I'm very tired.

My whole body aches.

I feel dizzy.

My eyes are dry and sore.

My lips are dry and cracked.

The light hurts my eyes.

I have fever and chills.

You will be told when to stop.

3.In groups, try to remember everyone's complaints. (Note: One person in your group should write down the complaints.) The team who can remember the most complaints, wins! You will have 5 minutes to remember. Your teacher will tell you when to start.

Good luck!

Answer Key

Pre - reading

A: What Do You Think? - Answers

1. - 3. Answers will vary.

While – Reading

1. Answers to the questions ● Answers will vary.

2. Scanning

● Usual Signs and Symptoms of Cold: runny nose, sore throat and hoarseness, watery eyes, cough, mild fever.
● Usual Signs and Symptoms of Influenza: chills and high fever, weakness and feeling tired, aches and pains (muscles, head, eyes), dry cough, sore throat.

- Answers

Cold	Influenza	Neither Cold nor Influenza
scratchy throat stuffy nose runny nose	fever and chills* sore throat** body aches	upset stomach

*Fever and chills are not common symptoms for a cold. **The article says with flu, a sore throat

3. True or False - Answers

1. False (There are no vaccines available for colds.)
2. False (This figure applies to colds, not the flu.)
3. True
4. False (The article says that it is particularly difficult to tell.)
5. False (Aspirin should not be taken by children and teens because of the risk of Reye syndrome.
6. True

4. Check Your Understanding - Answers

Cold and flu symptoms are similar but flu symptoms are more serious and develop faster. If you are able to tell that you have the flu, and see a doctor, you may be treated with one of four drugs which will shorten the length of the symptoms. These medications, however, must be taken within two days of the flu starting, so it is important that you try to work out which illness you have and then go and see a doctor if you have the flu.

5. Expanding Vocabulary - Answers

a. Scratchy throats, stuffy noses and body aches all spell misery.
b. The common cold and the flu are caused by viruses.
c. The flu is caused by three viruses--influenza A, B and C.
d. There is no cure for either illness.
e. Cold symptoms such as stuffy nose, runny nose and scratchy throat typically develop gradually, and adults and teens often do not get a fever.
f. On the other hand, fever is one of the hallmarks of the flu for all ages.
g. There is, of course, no vaccine for the common cold.
h. But frequent hand washing and avoiding close contact with people who have colds reduces the likelihood of catching one.

6. Remedies Matching - Answers

1. d, 2. i, 3. e, 4. f, 5. g, 6. j, 7. h, 8. a, 9. c, 10. b