Health -It Does a Body Good

Health -It Does A Body Good

1.3A Give directions, commands, and instructions.
Explain a process based on prior knowledge and/or experience.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
1.3D Summarize main idea of selected authentic and/or contextualized material.

3.1A Identify and apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.
Transfer and apply, within a limited context, information and skills common to the language classroom and other disciplines.
3.1B Identify, through foreign language resources, information for use in other disciplines.
Analyze the information gathered through foreign language resources for use in other disciplines.
3.2B Use authentic sources to identify the perspectives of the target cultures.
Use authentic sources to analyze the perspectives of the target cultures.

Topic specific vocabulary (health terms, body parts, adjectives, daily needs related to health)
Future and Imperative forms of relevant verbs (including reflexive)
Asking and responding to questions
Health background information

Class Activities:
Students participate in activities such as Simon Says, Charades, draw/label body parts, etc. to reinforce vocabulary development.
Students keep a food journal for a week and compare healthy vs. bad menus.
Students research health in the target culture.
Students write a research paper on a chosen health topic and compare similarities and differences of this topic and how it is dealt with in the U.S. and the target culture.
Students compare and contrast health in the U.S. with health in the target culture.
Students debate different ways of solving health problems and analyze effects of different cultures, geographical areas, etc.
Pair Activities:
Student pairs practice giving commands in the target language.
Student pairs practice telling health problems and giving solutions.
Cooperative Learning:
Students write “Dear Abby” columns concerning health.
Students create a public service announcement (poster, radio, or TV) for health.
Students prepare for and perform a health call-in show to address health problems