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Heart diseases

Heart diseases

Aizhan Amangazina.
Master of Arts.
University of Manchester, Great Britain.
Teacher of English
Current job place: Astana Medical state college.
2017 November.

Plan of the lesson

On the bases of CLIL.
Lesson Type: Combined.
Lesson theme: Heart diseases.
Lesson Aims: 1. By the end of the lesson students will have practised listening for gist, reading for detail, content reproduction, communication, and cognition during the listening and reading tasks and culture performance in terms of health care in foreign countries.
2. Students will have fluency practice talking about the heart disorders.
Level of Class
Number of students
23 Kazakh, 2 Mongolian
Length of lesson
70 m
—          Power Point picture of headline and pictures for stage 1.
—          Video is taken from the You tube.
—          Pictures are taken from the internet.
—          Practice exercises are developed by a teacher and from the main book.
Stage Aim Interaction Timing Teacher Activity Student Activity
1. Warmer Introduce topic and get students to predict some of the content and vocabulary of the listening text. T-C 1
Greet students and check for absentees. To tell them to sit in groups of 4.
—          To tell the aim and plan of the lesson. To give instructions for a group work.
Students sit down.
5 Dear students!
1.   How are these pictures of heart anatomy and people’s appearance related to each other?
2. What is the theme going to be about?
3. Can you remember the function of heart? Monitor as they work.
Working in groups of 4 (tables), students have 5 min to discuss the three questions.
T-C 4
—          Feedback on Q1, 2, 3.
Elicit, drill, check transcription and meaning of:
—          disorder (adj)
—          congenital (adj)
—          acquired (adj)
—          club –like (adj)
—          pulmonary (adj)
—          to depend on (V)
—          to pick up (V)
—          pump (N)
—          rate (N)
—          beat (V)
—          per minute
—          contract (V)
—          artery (N)
—          systole (N)
—          diastole (N)
Students give answers.
Students work out new vocabulary before listening task. Transcriptions are prepared on the blackboard.
Repeat new words and copy them.
2. Introduce and practise further vocabulary. To familiarise students with vocabulary they will hear from the video. T-C 5 To use pictures and context
to elicit:
—           High blood pressure
—          Diabetes
—          Diseased, infected, or damaged heart valves
—          Diseased, infected or damaged heart muscle
—          Irregular heartbeats (arrhythmias)
—          Heart defects
—          Poisons or substance abuse
—          Lung disease
—          Sleep apnea
Students suggest words/phrases. Students listen and repeat. Note down them in vocab books.
To practise/consolidate new items. T-C
Hand out vocabulary matching activity and give instructions.

Feedback on any problems if necessary.

Students work in pairs on vocabulary matching. Students check each other’s vocabulary match tasks with provided right answers and discuss them.
3. 1st Listening To check students’ general understanding and increase pronunciation. T-C
In group of 4
8 Dear students!
Now I am going to record a clip. Your task is to get a general understanding of the clip and pay attention for the right pronunciation. Please write down new words to your vocab note and discuss.
Teacher will monitor walking around.
After listening, the students discuss the text with each other in short. They try to translate the new words with the help of dictionary.
4. 2nd  listening To listen to the text very attentively. This will enhance their memory and attention, which will contribute to go into sufficient detail for further listening and reading passages. T-C
2 teams
8 Put instructions on board:
Dear students!
Now I am going to show you some pictures taken from the video and your task will be to give details of certain phrases of heart disorders.
This will be a competition game where you need to divide yourself into 2 teams. Members from each group must go two by two to another team to give detailed answers. Each team will check opponent’s answers and accordingly we will find out the winner team.
Teacher listens to their discussion and helps with any problems if necessary.
Listen to instructions and play a game.
5. 1st Reading To read the text quickly to get a general understanding. By Baranova G.L, Moscow 2007 “Heart disorders”. P 25. T-C 7 Dear students!
Please read a text to get a general understanding and pick up some unknown words for you. After we will translate them together. New vocabulary with translation is given there.
Students read by themselves.
4. 2nd Reading To read intensively for gist and more detailed understanding of the whole text. T-C
In group of 4
8 To do exercises 1 and 2 on pages 29-30 and write them in the note. To name in English the symptoms of heart diseases looking to the pictures on the board.
Teacher monitors walking around.
Students do exercises and tasks in-group of 4.  They put each other questions according to the exercise N2.
5. Culture performance. To discuss the information about the life style of people in some foreign countries. T-C 3 Dear students!
Could you please pay attention for the next short information about the life style in the next foreign countries?
Students listen attentively.
6. Follow –up speaking activity
7. Conclusion
— To discuss about the prevention of heart disorders.
-Speaking practice.
T-C 7 Dear students!
Can you please answer to my questions?
— How can we prevent heart disorders? How do you think?
— What kind of sport activities do you do?
— Do you think sport activities are important to our health?
—  What kind of bad habits should you avoid?
—  Do you think our nice relationship with each other is important to our health?
— What other information can you add?
Teacher listens and discusses together.
Teacher makes sure they understand the information.
Correction spot. To praise what students did well. To elicit corrections for 2 or 3 common errors To set homework.
The whole class discussion.