Fruits and vegetables

Topic: Fruits and vegetables       

    Language focus: Plural of nouns       Skill: listening

Ø  DulceCossa;

Ø  Issacantaua;           

Ø  ZecaZucula .

Material: Flash cards, Handout of the text, chalkboard and Blackboard, speakers.

Context: Activities: Individual and pair work activities.

Goals

A.    To enable the students to develop listening comprehension skills by using audios and visual aids.

B.      To familiarize students with useful tips to form plural of nouns of different types of fruits and vegetables.

Objectives

A.    To enable the students to comprehend the different types of fruits and vegetables and its plurals;

B.     To engage students to use the plural nouns in social context.

Stage and aim	Time	Teacher ’s role	student’s role	Procedure	Materials
Warm-up: (to engage students with the topic of the lesson).                 Pre- listening:  Presentation (to enable students to do listening tasks)	5 mins                     10 mins	Teacher greets the students and check the attendances ;     T. brings pictures in the classroom.       T.  Asks students whether they know some names of fruits or vegetables or not. Teacher.     Teacher presents the topic “fruits and vegetables”.   Teacher introduce the words that will help the students and make them repeat after his reading.	Students respond to the greetings.     Students observe the images attentively.       Students work in pairs and respond to the teachers questionnaires.                Students listen to the new vocabulary; Students read the words in a loud voice.	Greetings         Teacher s shows students 5 images containing fruits and vegetables to elicit speaking skills.                       Teacher pre- teaches vocabulary containing words that will help them to understand the main point of the interview.	Class book.         Flash cards, chalk and blackboard.
While listening Listening for gist (to give students a general idea of the interview).               Listening for a detail (Students will have a deeper understanding of the discusiion in the audio).	10 mins                     10mins	Teacher sets the task: 1-      Listen to the interview and fill in the gaps (note: don’t worry if there are works you don’t know).              Teacher asks students to underline all the plural nouns in the audio.	Students work in pairs and attentively listen to the given audio. Students note down all the words of plurals nouns into theirs exercises books.           Students underline the words.	Teacher organizes the class into pairs and set the task.                    Pair works and underlining the needed words.	Speakers, black boards and exercises (script with blanks).
Post listening	15 mins	Teacher sets tasks: in your groups discuss how we can form the plurals of the following words.   Teacher plays the audio and let his students listening.     Teacher asks students to present the findings of their group works.         Teacher monitors thoroughly and makes notes for delayed correction. Teacher provides the feedback and corrections of the tasks.	Students work in pairs and produce discussion around the question brought by the teacher.   Students listen and respond to the questionnaire.   Students present their findings.                 Students listen carefully and note down the important aspects.	Teacher regroups students.               Teacher and students discussions.           Delayed error correction: Teacher puts some correct and incorrect sentences on the board. Students identify examples of good language and mistakes. Teacher elicits self and peer correction.   Feed back to the class	Speakers, black boards and exercises books.

 

Description 

Mario: Hello Ana

Ana: Hi Mario, where are you coming from?

Mario:  I am coming from the market; I went there to buy some vegetables and fruits!

Ana: Really? What have you bought?

Mario: I bought some ,  and .

Ana: Oh, I see you have good likes. What about the vegetables?

Mario: I bought some, and some.

Ana: I loved it; you really know how to keep yourself healthy.

Mario: thank you!! What types of fruits do like to eat?

Ana: I really like to eat  and .

Mario: You have got good likes too. What about vegetables?

Ana: I like,  and .

Mario: Oh, good. It was nice to meet you around here. Bye, have a nice day.

Ana: Bye, have a nice day too.

 

 

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Cholera

 

Índice

2.1. Symptoms. 4

2.3. Treatment measures. 4

2.4. Ways of prevention. 4

3. Conclusion. 6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Introduction

In a region, the basic conditions for senation do not always exist. It is these precarious conditions that create people's malaise, that is, illnesses. This English work talks about infectious disease in my region (Inhambane), a disease called cholera. It is important to go around this disease highlights four aspects to treat, namely: disease conceptualization, symptoms, forms of treatment and prevention measures. It should be noted that this work presents the following elements in addition to the introduction: development and conclusion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Cholera

Cholera is an acute contagious bacterial intestinal infection caused by the lack of sanitation in the environment, personnel and with the food we consume.

This disease can become especially problematic during the rainy season, when homes and toilets flood and contaminated water accumulates in puddles.

2.1. Symptoms

Symptoms usually appear two to three days after infection, but they can appear within a few hours or up to five or more days. Cholera infection is usually mild and asymptomatic, that is, it has no symptoms, but sometimes it can be severe, resulting in diarrhea and nakusea or vomiting as common symptoms, and in other instances abdominal pain leg cramps.

2.3. Treatment measures

Patients with this infection can receive their treatments especially in the hospital by collecting stool samples or vomiting; After the diagnosis and confirmation of the infection, the cure is done in two ways: through the oral administration of liquids and solution of oral rehydration salts (ORS) or intravenous fluids, depending on the severity of the case, but some measures can also be used homemade as is the case of drinking boiled water.

2.4. Ways of prevention

Usually preventing this disease is simple, but it requires the personal and collective action of the community, that is, it is necessary to adopt some personal hygiene care and safe consumption of water and food;

It is always necessary to cover the toilet  so as not to attract flies, if you do not have the toilet we must bury the feces;

Avoid defecating only in the open air and/or in water;

Drink and use clean water;

Wash hands with water and soap or ash whenever preparing food, before meals, after using the toilet;

Wash food thoroughly before eating.

Put garbage in the proper places and keep them clean;

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. Conclusion

Being in a region surrounded by diseases, man is the key element that can intervene in the situation, showing his role in the community, applying his technical and scientific knowledge.

It is important to emphasize in this work that cholera is a possible disease to prevent and reduce the risk of contagion, but this depends on the effort of each node to sanitize the environment in which we live, take care of the food we consume and have clean habits personal. However, when this disease is not promptly treated, severe dehydration can occur, leading to serious complications and even death.

 

 

 

 

 

 

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