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Doctor Doctor, Who Needs a Doctor?

  

Thematic Unit Title:

 

Doctor, Doctor, Who Needs A Doctor?

Subject:

Body Parts

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
4. Develop Insight into the Nature of Language and Culture

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
1.2 Students understand and interpret written and spoken language on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information in doctor/patient situations and can apply this knowledge to their own body.

Progress Indicators Goal 1:

 

1.1E Describe a problem.
1.1F Respond to one-on-one interactions.
1.1G Ask and answer simple questions.
Provide and request clarification.
1.1H Make and respond to simple requests.
1.3B Give a description orally and in writing using simple phrases.
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2E Identify aural, visual, and context clues.

Progress Indicators Goal 2:

 

2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
Apply language and behaviors that are appropriate to the target culture in an authentic situation.
2.1E Identify common words, phrases, and idioms that reflect the culture.
2.2D Identify objects, images and symbols of the target culture.
2.2F Identify the products of the target country/countries.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.1C Identify the idiomatic expressions of the target language.
Use idiomatic expressions of the target language in the correct context.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (body parts, medical terms, etc.)
Relevant verbs
Knowledge of cultural medical idioms
Question words

Assessments:

Vocabulary Quizzes:
Matching
Labeling body parts
Written Project:
Student pairs make a Frankenstein Poster meeting specified criteria.
Oral Presentations:
Student groups make an aerobic video meeting checklist criteria.
Students write a doctor/patient skit and act out the scene for the class meeting rubric criteria.

Instructional Strategies:

 

Pair or Group Activities:
Student pairs write and perform a patient/doctor skit.
Student pairs make a Frankenstein Poster.
Cooperative Learning:
Students play the “Funny Bones” game. (Students choose a card (can be in the shape of a bone) on which is written 2 body parts in the target language (ex. elbow-thumb) and one student must put his elbow on the other student’s thumb. More challenging-students must hold bone between elbow/toe, draw another card and hold it between parts, draw another and keep going until they drop a card.)
Students play the “Fly Swatter Game” to reinforce vocabulary development. (Divide students into 2 teams with 1 fly swatter per team. On an overhead or on the board draw circles with categories, vocabulary words, structure or whatever you choose. For example: The teacher puts food categories in the circles. The teacher says a food in the target language and the first person from a team to swat the category with the fly swatter wins a point for the team. Adapt to body parts using body part words in the target language and the teacher says them in English or the other way around.) 
Student groups make an aerobic video using body parts and giving instructions in the target language.
Student groups play Simon Says using body parts.
Student groups do the Hokey Pokey.
Student groups do the song Head, Shoulders, Knees and Toes.
Student groups play “Archeological Dig” game. (Bucket with foam pieces in the shape of body parts, body part name on slip of paper, and timer. Team or person that gets the most body part matches during allotted time gets a point or wins.)

Resources:

Textbook
Internet
Library resources
Library research
Videotapes
Poster Paper
2 fly swatters

Other Resources: