Presentation on theme: "Body Parts and Injuries Unit Objective: Students will be able to use specific vocabulary to refer to body parts and use adverbs of cause and effect to."— Presentation transcript:
Body Parts and Injuries Unit Objective: Students will be able to use specific vocabulary to refer to body parts and use adverbs of cause and effect to discuss injuries.
Day One Objective: Students will identify specific body parts. Advanced Where is your _____? My _____ is ___(prep)___ my ________. Intermediate Is this my ________? I don’t believe that’s your _______. I believe that is your ______ Beginning Point to your ________. Where is your ________? Here is my ________. IDIOM: backhand someone------hit someone with the back of your hand
Specific Names for Body Parts See the picture cards…
Day Two Objective: Students will be able to use irregular verbs and possessive or reflexive pronouns to retell an event. brokebentfell torebledcutburst stungbitdrew blood What happened to your/her/his/their ___(body part)_____? I/she/he/they _______ my/her/his/their __(body part)___and _______________. hurtburnthit bitcutslidshook What happened? When I/she/he/they _________ myself/herself/himself/themselves___________.... I/she/he/they _________ and _________myself/herself/himself/themselves. I/she/he/they _________ myself/herself/himself/themselves on the _________. IDIOM: Put your foot in your mouth----to say something at the wrong time and embarrass yourself
IRREGULAR VERBS brokebentfell torebledcutburst stungbithurtburnthit slidshook stuck drew blood REFLEXIVE PRONOUNS: myselfthemselvesherselfhimself Practice using reflexive verbs: He _____ over, slid downstairs and _____ himself. He _____ and _____ himself on the scalp. I _____ myself on the tongue. I _____ myself on the fingertip. She _____ herself in the shin. They _____ when they _____ themselves. She _____ herself awake. Day Two Practice
Day Three Objective: Students will be able to use specific nouns and adjectives to describe injuries. Beginning / IntermediateAdvanced black and bluebruised fat or puffyswollen redinflamed hurtingsore hurtingachy not strongweak hurtingpainful brokenfractured My _(body part)_ is _(adjective)_. Her ___________ is __________. His ____________ is ___________. Their ___________ is ___________. IDIOM: Fight tooth and nail---to fight furiously and never give up
Practice: Give One, Get One Meet with five people. Use the vocab list to ask the question: Write down your partner’s answer only. Then listen as your partner asks a question. After your partner writes down your answer. Move on to another person and repeat.
Words that Signal Cause & Effect Use to fill in sentence A.Use to fill in sentence B. for this reasonas a result of henceon account of which is the reason thatdue to and sobecause of EXAMPLE SENTENCES: A. The surface was slippery _________ the runner fell. B. The runner fell _______ the slippery surface. Day Three Objective: Students will be able to use adverbs to explain causes and effects of injuries.
Day Four: More Practice Use the photograph to create a Multi-Flow Thinking Map showing: the event as the injury the causes using irregular verbs the effects using adjectives to describe the injury IDIOMS: Head over Heels = in love hopelessly and completely Lend someone a hand = to help
Culminating Project: An ER Scene Work together to write a scene depicting a patient explaining his or her injuries to a doctor or nurse in the emergency room. Be sure to use all the forms and functions from the unit. You will perform your scene in front of the class!