ENGLISH LANGUAGE CLASS: 2 Omega DATE/DAY: Thursday, 19

April, 2018
THEME: Health LANGUAGE/ TIME : 10.00 AM to 11.00
TOPIC : GRAMMAR FOCUS : AM
MAIN SKILL : Reading READING CROSS CURRICULUM
COMP. SKILL: Writing ELEMENT:
VALUES
CONTENT STANDARD LEARNING OBJECTIVES: By the end of the lesson,
: pupils will be able to:
Main Skill :
3.1 Understand a 1. Read and understand the text by answering 10
variety of texts by comprehension questions on a worksheet based
using a range of on the oral history text on BULIMIA
appropriate reading 2. Complete the dialogue bubbles by writing out 3
strategies to construct appropriate phrases in response to a statement.
meaning.
Complementary Skill
:
4.1 Communicate
intelligibly through print
and digital media on
familiar topics

LEARNING
SUCCESS CRITERIA : I am successful if I can:
STANDARD :
Main Skills : 1. Discuss and answer 10 comprehension
3.1.1 Understand the questions correctly
main points in simple 2. Write out appropriate responses to a
longer texts on a range dialogue
of familiar topics
ADVANCED WEAK
Complementary Skill
1. Score at least 1. Score at least 4 /10
:
9/10 for for comprehension
4.1.4 Express opinions
comprehension question activity.
and common feelings
question activity. 2. Able to come up
such as happiness,
2. Able to come up with at least 1
sadness, surprise and
with at least 4 appropriate
interest.
appropriate response in the
responses in the dialogue given.
dialogue given

21st CENTURY KEY CONCEPTS/VOCABULARY :

LEARNING Bulimia, vomit, self-acceptance, self belief,
STRATEGIES: confidence, illness
Think-Pair-Share
HOTS/ i- THINK : ASSESSMENT METHOD :
Synthesis Written - Sentences
RESOURCES : TEACHING STRATEGIES:
Oral History Text – “Get Differentiation of Methods
Out” Differentiation by expected outcomes.
 LESSON OUTLINE IMPACT/REFL
ECTION

STARTER :
1. Given 1 minute, student-pairs try to put together a
picture puzzle of girl vomiting Communication
2. Teacher asks students what is happening in the Critical thinking
picture, and why they think it is happening . Values
3. All responses are written on the board.
4. Teacher explains that they are going to read a text
that will explain the answer.

ACTIVITY 1
1. Students are given the oral history text to read in
pairs.
2. Unfamiliar words and phrases are discussed.
3. Teacher checks understanding by engaging
students in discussion and asking Yes or No
questions, followed by WH questions.
ACTIVITY 2
1. In groups of three or four students, a worksheet is
distributed
2. Students are required to discuss and answer each
item with the correct information from the text Collaborative
3. Students then carry out 2 stay – 2 stray activity and Creativity
visit other groups to see how their answers may Assessment
differ from their own. 21st century
4. Students return to their groups and make learning
necessary changes to their graphic organizers HOTS
5. Answers are discussed in class

ACTIVITY 3
1. Each group is given a series of comic strips with
dialogue bubbles to fill
2. Each group should collaborate and write out one
sentence in response to the given statement.
3. Teacher instructs students to be positive in their
responses
4. Students’ work is monitored and corrected if
necessary.
5.

PLENARY : All comic strips are later compiled into a single

scrap book.
APPENDIX 1

VERBAL QUESTIONS (ACTIVITY 1)

1. Do you think the text is about food poisoning? What is it about?

2. Do you think the writer has a serious problem? Why is it serious?

3. DO you think the writer is happy with the way she looks? How do you know?

4. Have you ever been unhappy about how you look? Why?

5. Do you think you would do what the writer did? Why? What could happen to you?

State if the following sentences are TRUE or FALSE (ACTIVITY 2)

1. The writer suffers from Anorexia. ( ___________________)

2. The writer started having this disorder since primary ( ___________________)

school.

3. By the age of 21, the writer started vomiting six to seven

days. ( ___________________)

4. The writer’s confidante got her medical attention. ( ___________________)

5. The writer only vomited twice in the last six months. ( ___________________)

Fill in the blanks (ACTIVITY 2)

1. The writer _____________ herself for eating.

2. The writer would ________________ to help the process of vomiting.
3. The writer felt ___________ , ___________ and ____________ after vomiting.
4. In 2017, the writer was diagnosed with _____________ and lost weight rapidly.
5. Other than headaches, the writer’s throat was always sore and ____________.
ANSWER SCHEME (HEALTH)

State true or false

1. The writer suffers from Anorexia. FALSE

2. The writer started having this disorder since primary school. FALSE

3. By the age of 21, the writer started vomiting six to seven days. TRUE

4. The writer’s confidante got her medical attention. FALSE

5. The writer only vomited twice in the last six months. TRUE

Fill in the blanks

1. The writer PUNISHES herself for eating.

2. The writer would DRINK WATER to help the process of vomiting.
3. The writer felt SICK, SHAKY and FAINT after vomiting
4. The writer was diagnosed with HYPER THYROID and lost weight rapidly.
5. Other than headaches, the writer’s throat was always sore and INFLAMED.
PICTURE PUZZLE (STARTER)

Image retrieved from https://www.cartoonstock.com/directory/v/vomit.asp

COMIC STRIPS (ACTIVITY 3)

In the toilet….

BLUEKKK!!

I FEEL SO BIG
AND UGLY

I have an idea! I will

vomit my food to
stay slim!

If you do that,
_____________________
_____________________
_____________________
_____________________