listar problemas e sintomas de saúde; 

usar diferentes palavras para descrever um sintoma ou uma dor; 

descrever sintomas;

aconselhar usando should/shouldn´t 

Não há necessidade de conhecimentos prévios. 

recursos multimídias (internet, datashow)

atividades xerocopiadas

texto

atividades realizadas em duplas ou individualmente

atividades de compreensão textual

quiz

atividades de compreensão auditiva

WARM UP

Distribua as seguintes perguntas xerocopiadas aos alunos que deverão discuti-las em duplas. Dê um tempo de, aproximadamente, 10 minutos e, em seguida, sugira uma discussão aberta, direcionando uma pergunta para cada dupla. De acordo com o nível de proficiência do grupo, a discussão poderá ser em português, introduzindo os termos na língua inglesa que serão pertinentes à temática da aula.  

What does it mean to be healthy?

Do you worry about your health?

What do you do to stay healthy?

Do you take vitamins supplements? protein? minerals?

What do you do when you catch a cold? 

Are there any medicines that you always carry around with you?

When was your last physical exam? Or your last visit to a doctor?

When was the last time you were sick? Or went to a hospital?

When was the last time you were sick? Or went to a hospital?

Adaptado do site: http://www.aichi-gakuin.ac.jp/~jeffreyb/spking/hlth.html (acesso em 17.11.2013)

Atividade 1

Distribua o seguinte texto para os alunos e peça para que discutam, em duplas, as perguntas de compreensão. Incentive a participação de todos, observando a interação das duplas, a sua motivação e interesse com a realização da atividade. Solicite que circulem as palavras desconhecidas e tentem achar seus significados a partir da ajuda do colega e, posteriormente, com a ajuda de um dicionário. Incentive a leitura de todo o texto, sem que se apeguem às palavras desconhecidas e, em seguida, peça para que procurem apenas aquelas cujo significado realmente interfere na compreensão do texto.

Fonte: https://www.google.com.br/search?site=imghp&tbm=isch&source=hp&biw=1024&bih=642&q=stress&oq=stress&gs_l=img.1.0.0l3j0i10l2j0l5.2449.3650.0.5132.6.6.0.0.0.0.31.109.6.6.0....0...

1ac.1.31.img..0.6.109.nk-cyzVImDw#q=having+children&tbm=isch&facrc=_&imgdii=_&imgrc=vQx__wPF2LYYgM%3A%3BuBAmsrMU0p3-KM%3Bhttp%253A%252F%252Fi.dailymail.co.uk%252Fi%252Fpix%252F2010%252F03%252F12%252Farticle-0-08B19FF1000005DC-445_468x302.jpg%3Bhttp%253A%252F%252Fwww.dailymail.co.uk%252Fhealth%252Farticle-1257569%252FHaving-children-good-But-stop--fatal.html%

3B468%3B302 (acesso em 16.11.2013)

Having children makes women live longer

A new report says that women who do not have children may die earlier than those who do. Researchers from Aarhus University in Denmark looked at over 21,000 couples between 1994 and 2005. They all tried to have children, without success. The women all went to special clinics for IVF treatment – a technique where doctors fertilize the woman's egg in a laboratory. The researchers said that women who could not have children were four times likelier than mothers to die early. Some doctors have said the report might cause childless women to worry about dying early. The truth is there is a very small risk of an early death. Just 316 women died during the 11-year study. Very few of those died earlier than average.

One critic of the report said the study was very misleading. Dr Ingrid Collins, a psychologist, told the BBC: "This is a very specific situation of people who are trying to have children. The study's findings cannot be used to [talk about] the whole general population." She added: "People having IVF tend to be desperate for a child. If they are unsuccessful, they may be depressed. It may be this [depression] rather than the childlessness that [causes an earlier death]." Another psychologist, Dr Helen Nightingale, agreed, saying: "Being childless without a doubt reduces your fight for life….The support of a family, the focus on your children and grandchildren, and the desire to watch how they turn out drives your [will] to survive." 

a) Comprehension questions

Fonte: http://www.breakingnewsenglish.com/1212/121207-childlessness.html (acesso em 15.11.2013)

Atividade 2

Fonte: https://www.google.com.br/search? site=imghp&tbm=isch&source=hp&biw=1024&bih=642&q=stress&oq=stress&gs_l=img.1.0.0l3j0i10l2j0l5.2449.3650.0.5132.6.6.0.0.0.0.31.109.6.6.0....0...1ac.1.31.img..

0.6.109.nk-cyzVImDw#facrc=_&imgdii=_&imgrc=qkhbWSfCTxSYxM%3A%3BtOWwKcDThKpBtM%3Bhttp%253A%252F%252Fwww.brucesallan.com%252Fwp-content%252Fuploads%252F2013%252F03%252FStress-under-a-microscope.jpg%3Bhttp%253A%252F%252Fwww.brucesallan.com%252F2013%252F03%

252F18%252Fmen-vs-women-differences-in-managing-stress%252F%3B1200%3B1200 (acesso em 16.11.2013) 

Professor, discuta com os alunos as seguintes questões:

• What stressors do you have in life?
• How do you manage stress?
• How does your own body respond to stress?
• What stage in your life has been the most stressful?

Se achar mais oportuno, dividir a turma em 4 grupos e direcionar uma pergunta para cada grupo. É importante que as discussões das perguntas sejam socializadas com todo o grupo.   

                                   STRESS QUIZ

Read the following statements about stress. Are they True (correct) or False (wrong)? Try the quiz and check your answers. 

Fonte: http://www.englishclub.com/reading/health/stress-quiz.htm (acesso em 16.11.2013)

Após a realização do quiz, projete no datashow as respostas abaixo e peça para que os alunos leiam em voz alta. Com as respostas, outras discussões poderão vir a tona, cabendo ao professor incentivar.   

Stress Quiz Key

1. All stress is bad for the body. False
   Short term stress is part of the body's natural alert system. We need adrenaline to get out of dangerous situations. This type of stress is tied to the "fight or flight" response in animals. Long term stress is not good for the body.
    
2. Stress is caused by working too much. False
   Stress is not caused by the amount of hours you work. People who love their jobs and don't mind putting in long hours do not complain about work stress. Those who work too hard and feel they don't have enough time for their own interests or other responsibilities feel stressed out.
    
3. Stress can cause your hair to fall out. True
   Hair loss due to stress is common, especially when illness is also present. Emotional trauma such as the death of a loved one can cause the hair follicles to go into a resting phase. Hair falls out approximately three months later.
    
4. Planning ahead prevents stress. True
   One of the leading causes of anxiety is fear of the unknown. People who are well organized and plan in advance are less likely to suffer from this type of stress.
    
5. Those with chronic stress should consider getting a pet. True
   Chronic stress is often caused by loneliness. The company of a pet can provide attachment and help relieve emotional stress.
    
6. Visualization is a form of stress relief that involves thinking positive thoughts. True
   Visualization helps to distract the mind. Instead of focusing on what needs to be done you are focused on peaceful situations.
    
7. Letting your anger out immediately is a good way to relieve stress. False
   Those who remaining cool and calm even in a moment of conflict are less likely to suffer from stress. Those who get angry quickly often end up feeling guilty about their response, which leads to further stress.
    
8. Laughter is one of the best ways to relieve stress. True
   Many doctors agree that "laughter is the best medicine" for stress. Laughter releases endorphins which make people happy. Laughter-yoga is a new mind-body medicine that is becoming very popular.
    
9. Deep relaxation raises blood pressure. False
   Deep breathing is one of the quickest and most efficient ways of turning off the body's panic mode.
    
10. When you are feeling stressed out you should choose a cup of coffee over a banana. False
    Coffee is one of the first substances that doctors recommend cutting out of your diet when you feel stressed out. Bananas have vitamin B which helps regulate the body and reduce the effects of everyday stress.

Fonte: http://www.englishclub.com/reading/health/stress-key.htm (acesso em 16.11.2013)

Atividade 3

No laboratório de informática, projete o vídeo “Health problem” disponível no site http://www.youtube.com/watch?v=WNJRl3BZ204 (acesso em 17.11.2013). Chame a atenção para os termos relacionados à temática da aula. Para um primeiro momento, os alunos deverão apenas assistir. No segundo momento, individualmente e com a ajuda do professor, os alunos deverão ir ao quadro e escrever cada expressão introduzida pelo vídeo. Em seguida, peça para que repitam as palavras e as expressões escritas. Observe, assim, a pronúncia correta das palavras. 

Imagem ilustrativa do site: http://www.youtube.com/watch?v=WNJRl3BZ204 (acesso em 17.11.2013)

Atividade 4

Ainda no laboratório de informática peça para que os alunos acessem o site http://www.esltower.com/VOCABSHEETS/health/health.html?zoom_highlight=health (acesso em 17.11.2013) e façam as atividades sugeridas. Sugira o trabalho em duplas e observe a participação de todos durante a correção, proporcionando a leitura das atividades. Solicite a ajuda dos próprios alunos para a correção dos demais colegas, criando um ambiente interativo e participativo para a aula.  

Imagem ilustrativa do referido site. 

Atividade 5

No laboratório de informática acesse o site http://www.projectshine.org/sites/default/files/unit1_Beg_lesson2.pdf (acesso em 17.11.2013) e explique o conteúdo introduzido. A cada conteúdo, peça para que os alunos realizem as atividades correspondentes. Acompanhe a realização dos exercícios. As atividades de leitura e os diálogos deverão ser praticados e apresentados para a turma toda, observando as dificuldades com a pronúncia. 

Tela inicial do referido site.

Atividade 6

Como última atividade da aula, peça para que os alunos, em duplas, acessem o site:

 http://www.eslfast.com/easydialogs/health.htm, (acesso em 17.11.2013) e escolham um dos listenings. Ao escolherem, os alunos deverão praticá-los, exercitando  a pronúncia das palavras relacionadas ao tema da aula. A dupla deverá apresentar o diálogo escolhido para o resto do grupo.  Em casa, os alunos poderão praticar a leitura dos outros diálogos contidos no mesmo site, praticando, ainda mais, a compreensão auditiva. 

Tela inicial do site indicado. 

Para outros textos e exercícios com a temática da aula, acesse os sites:  

http://www.englishclub.com/reading/health/fitness-pill-reading.htm

http://www.englishclub.com/reading/health/organic-quiz.htm

http://www.epa.gov/region1/////////////////////////////////////////////////////////////////////////////////eco/lead/pdfs/Healthy-Beginnings-Intermediate-Identifing-Symptoms.pdf

Para outros vídeos sobre o tema, acesse:

http://www.youtube.com/watch?v=do4mMBvrJH8

Para outros planos de aula sobre descrição de sintomas, acesse:  http://www.eastsideliteracy.org/tutorsupport/ESL/ESL_Symptoms.htm

Para outros diálogos com a temática da aula, acesse:

http://escurriculum.spps.org/sites/0986df53-fb39-4fa2-816b-03b698926774/uploads/listeninga_health_j.pdf

Para atividades diversas sobre a temática da aula, acesse:

http://www.talent.ac.uk/uploads/contributions/1185_Health_worksheets.pdf

http://www.eslflow.com/ESL-health-problems---symptoms-lesson.html

http://www.eslflow.com/Health---appointments-conversation-worksheet.html

http://www.eslflow.com/Talking-about-health---the-body.html

http://www.ecenglish.com/learnenglish/lessons/how-talk-about-health-problems

http://www.myenglishpages.com/site_php_files/vocabulary-lesson-health.php#.UogQx9KkqQA

http://www.michellehenry.fr/sante.htm#list

http://www.audioenglish.org/english-learning/efl_health.htm

http://www.eslflow.com/Jobs-for-medicine-vocabulary-worksheet.html

http://www.eslflow.com/Actions_feelings___things_word_sorting_health_vocabulary_exercises.pdf

Essas são algumas sugestões de atividades avaliativas. O professor pode dividir a turma em grupos e solicitar que cada grupo se responsabilize pela execução de uma dessas tarefas, proporcionando, assim, uma variedade de produções escritas. Todas as atividades aqui sugeridas sugerem a leitura para o grupo, favorecendo a interação entre os grupos e os alunos. O professor deverá avaliar o envolvimento e a participação dos alunos nas atividades sugeridas na aula, assim como o aprendizado do conteúdo aprendido, que se refere ao vocabulário pertinente ao tema da aula.  

HAVING CHILDREN: Make a poster about having children. Show your work to your classmates in the next lesson. Did you all have similar things?

WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.

LETTER: Write a letter to an IVF expert. Ask him/her three questions about IVF. Give him/her three of your opinions on it. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

INTERNET: Search the Internet and find out more about IVF. Share what you discover with your partner(s) in the next lesson.