Miyuki MD

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1 Lesson Plan: Lesson 4 Animal Therapy Materials Development Miyuki 1. Level: Senior high school first year students 2. Class size: 40 students 3. Textbook: BIG DIPPER English Course ( SUKEN SHUPPAN ) 4. Goal: Students can express their ideas about an aging society and what they can do for old people or disabled people. 5. Objectives: (1) Students can understand the relation between people and animals. (2) Students can understand and use new words, expressions and grammar items. (3) Students can exchange their opinions about what they can do for old people or disabled people. 6. Procedure (1) Day 1: Pre-reading activities: 1) Warm-up activity 2) Skimming the whole text (part 1-3) (2) Day 2: While-reading activities: Part 1 1) Pre-reading: Oral introduction 2) While-reading: a. Reading 1 b. Vocabulary c. Reading 2 d. Comprehension: Summarization e. Practice reading: Timed-reading 3) Post-reading: Small talks (3) Day 3: While-reading activities: Part 2 1) Review: Small talk (Part 1) 2) Pre-reading: Oral introduction 3) While-reading: a. Reading 1 b. Vocabulary c. Reading 2 d. Comprehension: Summarization e. Practice reading: Timed-reading 4) Post-reading: Writing (4) Day 4: While-reading activities: Part 3 1) Review: Small talk (Part 2) 2) Pre-reading: Oral introduction 3) While-reading: a. Reading 1 b. Vocabulary c. Reading 2 d. Comprehension: Summarization e. Practice reading: Timed-reading 4) Post-reading: Writing (5) Day 5&6: Post-reading activities: Assessment 1) Interview task 2) Writing task 3) Speaking task 4) Self-evaluation

Objectives: (1) Students can understand the relation between people and animals. (2) Students can understand and use new words, expressions and grammar items.

2 Day1: Pre-reading activities Handout 1 * In this lesson, you will think about the relationship between people and animals and an aging society and express your ideas about what you can do for old people or disabled people in speaking and writing. 1. Warm-up activities: Mind-mapping (1) Imagine the words from Animals. (2) Let s talk about what you imagined with your partner and add what your partner imagined. A: Hi, how are you? B: I m.. How about you? A: I m.. So, let s talk about what we imagined. B: OK. What did you imagine? A: Well, I imagined. How about you? B: I imagined.. Nice talking to you. A: You, too. 2. Skimming: main idea 1) Let s read the whole text (part 1-3). Look for the important points only. Read the questions below and answer them after reading with your textbook closed. Q1. What is the story about? Q2. Write down one thing that you particularly remember in each part.1 Part 1: Part 2: Part 3: 2) Check your answers in pairs using <Dialogue 1>.

(2) Let s talk about what you imagined with your partner and add what your partner imagined. A: Hi, how are you? B: I m.. How about you? A: I m.. So, let s talk about what we imagined. B: OK.

3 Handout 2 <Dialogue 1> A: Hi, how are you? B: Pretty good, thanks, and you? A: Not bad. So, let s check the answers. What is your answer (for.)? B: The answer is. How about you? A: I think so, too. / I don t think so. I think the answer is. Nice talking to you. B: You, too. Day2: While-reading activities: Part 1 1. Pre-reading: Oral introduction * Listen to the story and write down some words or phrases. 2. While-reading: (1) Reading 1: Reading time ( min. sec.) 1) Read the following T or F questions below and answer them after silent reading. T / F 1. The name Oso means bear in Spanish. T / F 2. Oso likes to take a bath because he likes to be clean. T / F 3. Some old people feel unhappy when others do not understand them. 2) Check your answer with your partner using <Dialogue 2>. <Dialogue 2> A: Let s talk about the question. What is your answer (for.)? B: Well, my answer is. How about you? A: I think so, too. / I don t think so. I think the answer is. (2) Vocabulary: 1) Find these new words in your textbook and highlight them. 2) Match new words with definitions. 1. therapy a. : feeling or expressing distress and annoyance 2. bear b. 3. terrier c. 4. visor d. 5. neckerchief e. 6. lap f. 7. nursing home g. : treatment intended to relieve or heal a disorder 8. frustrated h. : not in the right place 9. stray i. : a private hospital, especially one for old people

Pre-reading: Oral introduction * Listen to the story and write down some words or phrases. 2. While-reading: (1) Reading 1: Reading time ( min. sec.

4 Handout 3 3) Let s check the answers in pairs and memorize spelling and meaning of the new words. Then quiz your partner and try to give him/her a hint if he/she does not know the spelling. or meaning. <Dialogue 2> A: Let s talk about the question. What is your answer (for.)? B: Well, my answer is. How about you? A: I think so, too. / I don t think so. I think the answer is. <Dialogue 3> A: Let s check the meaning and spelling. What does.. mean? B: It means.. A: How do you spell.? B: I don t know how to spell it. A: The first letter is. / This word is short/ long, (numbers) letters. B: Oh, I got it! The spelling is. (3) Reading 2: Reading time ( min. sec.) 1) Read the questions below and answer them after second silent reading. Q1. What kind of dog is Oso? Oso Q2. What does Oso put on when he visits a nursing home? Oso Q3. Can Oso understand old people s feelings in a nursing home? Oso 2) Check your answers in pairs using <Dialogue 2>. <Dialogue 2> A: Let s talk about the question. What is your answer (for.)? B: My answer is. How about you? A: I think so, too. / I don t think so. I think the answer is. (4) Comprehension: * Let s understand the content of the story and reading strategies: topic sentence. 1) Summarization Paragraph 1 Paragraph 2

<Dialogue 3> A: Let s check the meaning and spelling. What does.. mean? B: It means.. A: How do you spell.? B: I don t know how to spell it. A: The first letter is.

5 Paragraph 3 Handout 4 2) Reading strategies: topic sentence 1 Topic sentence / Supporting sentences / <Activity> * Find and underline a topic sentence of each paragraph of part 1. (5) Practice reading: 1) Listen to the CD first and read text aloud with your teacher at a slow and fast pace. 2) Each student reads one sentence in turns in pairs. 3) One of them follows the partner without a textbook. 4) Shadowing and overlapping. <Reading test> * All students stand up and read the story as fast as possible in a minute and count lines. The last word I read was ( Page: Line: ) 3. Post- reading: Pair talks * Let s talk about the questions below in pairs using <Dialogue 4>. Q1. Have you ever had pets?. Q2. How do you feel when you play with your pets? <Dialogue 4> A: Hi, how are you? B: I m.. How about you? A: I m.. So, let s talk about question 1. B: OK. Have you ever had pets? A: Yes, I have. / No, I haven t. How about you? B: Yes, I have. / No, I haven t. Shall we move on to question 2? A: Sure. How do you feel when you play with your pets? B: I feel comfortable / relaxed / good. How about you? A: I feel.. Nice talking to you. B: You, too.

3) One of them follows the partner without a textbook. 4) Shadowing and overlapping. <Reading test> * All students stand up and read the story as fast as possible in a minute and count lines.

6 Day3: While-reading activities: Part 2 Handout 5 1. Review: Small talk (Part 1) Let s review the last class with your partner. A: Hi, how are you? B: I m.. How about you? A: I m.. So, let s review the last class. B: OK. I learned. How about you? A: Well, I learned.. Nice talking to you. B: You, too. 2. Pre-reading: Oral introduction * Listen to the story and write down some words or phrases. 3. While-reading: (1) Reading 1: Reading time ( min. sec.) 1) Read a question below and answer it after silent reading. Q. Do animals have an effect on people s life? 2) Check the answers in pairs using <Dialogue 2>. (Handout 6) (2) Vocabulary: 1) Find these new words in your textbook and highlight them. 2) Match new words with definitions. 1. cheerful a. : relating to the body as opposed to the mind 2. resident b. : consent to receive or undertake 3. bored c. 4. stressed d. : actively requiring physical effort 5. reduce e. : make smaller or less in amount, degree, or size 6. exercise f. : a person whom one does not know 7. memory g. : possession of the means or skill to do something 8. physical h. : a person who lives somewhere permanently 9. ability i. : be important or influential 10. matter j. : feeling weary and impatient 11. accept k. : something remembered from the past 12. stranger l. : noticeably happy and optimistic

Pre-reading: Oral introduction * Listen to the story and write down some words or phrases. 3. While-reading: (1) Reading 1: Reading time ( min. sec.

7 Handout 6 3) Let s check the answers in pairs and memorize spelling and meaning of the new words. Then quiz your partner and try to give him/her a hint if he/she does not know the spelling. or meaning. <Dialogue 2> A: Let s talk about the question. What is your answer (for.)? B: Well, my answer is. How about you? A: I think so, too. / I don t think so. I think the answer is. <Dialogue 3> A: Let s check the meaning and spelling. What does.. mean? B: It means.. A: How do you spell.? B: I don t know how to spell it. A: The first letter is. / This word is short/ long, (numbers) letters. B: Oh, I got it! The spelling is. (3) Reading 2: Reading time ( min. sec.) 1) Read questions below and answer them after second silent reading. Q. What kind of effect does a visit of pets have on residents? ) Check the answers in pairs using <Dialogue 2>. (4) Comprehension: Summarization * Let s understand the content of the story. Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 (5)Practice reading:

8 Handout 7 1) Listen to the CD first and read text aloud with your teacher at a slow and fast pace. 2) Each student reads one sentence in turns in pairs. 3) One of them follows the partner without a textbook. 4) Shadowing and overlapping. <Reading test> * All students stand up and read the story as fast as possible in a minute and count lines. The last word I read was ( Page: Line: ) 4. Post- reading: Writing & Speaking * Answer the questions below and ask your partner about them using <Dialogue 4> (Handout4) Q1. Have you helped your grandfather, grandmother, or old people? Q2. How did you help them? Q3. How did you feel then? Day4: While-reading activities: Part 3 1. Review: Small talk (Part 2) Let s review the last class with your partner. A: Hi, how are you? B: I m.. How about you? A: I m.. So, let s review the last class. B: OK. I learned. How about you? A: Well, I learned.. Nice talking to you. B: You, too. 2. Pre-reading: Oral introduction * Listen to the story and write down some words or phrases. 3.While-reading:

The last word I read was ( Page: Line: ) 4. Post- reading: Writing & Speaking * Answer the questions below and ask your partner about them using <Dialogue 4> (Handout4) Q1.

9 Handout 8 (1) Reading 1: Reading time ( min. sec.) 1) Read the following T or F questions below and answer them after silent reading. T / F 1. Dolphin therapy is food for solving problems of the body. T / F 2. Riding a horse helps injured or disabled people. T / F 3. Our own pet can also be good for other people. 2) Check the answers in pairs using <Dialogue 2>. (Handout 6) (2) Vocabulary: 1) Find these new words in your textbook and highlight them. 2) Match new words with definitions. 1. expert a. : relating to the mind 2. mental b. : a person who is very skilful in a particular area 3. confidence c. :make or become better 4. rhythmically d. 5. improve e. : the feeling that one can have faith 6. balance f. 93) Let s check the answers in pairs and memorize spelling and meaning of the new words. Then quiz your partner and try to give him/her a hint if he/she does not know the spelling. or meaning. <Dialogue 2> A: Let s talk about the question. What is your answer (for.)? B: Well, my answer is. How about you? A: I think so, too. / I don t think so. I think the answer is. <Dialogue 3> A: Let s check the meaning and spelling. What does.. mean? B: It means.. A: How do you spell.? B: I don t know how to spell it. A: The first letter is. / This word is short/ long, (numbers) letters. B: Oh, I got it! The spelling is. (3) Reading 2: Reading time ( min. sec.) 1) Read the question below and answer them after second silent reading. Q1. Why is dolphin therapy helpful? Q2. Why is riding a horse good for bad legs? Q3. Why is riding a horse good for your balance? 2) Check the answers in pairs using <Dialogue 2>. (Handout 6) (4) Comprehension: Summarization

(Handout 6) (2) Vocabulary: 1) Find these new words in your textbook and highlight them. 2) Match new words with definitions. 1. expert a. : relating to the mind 2. mental b.

10 * Let s understand the content of the story. Paragraph 1 Handout 9 Paragraph 2 Paragraph 3 (5) Practice reading: 1) Listen to the CD first and read text aloud with your teacher at a slow and fast pace. 2) Each student reads one sentence in turns in pairs. 3) One of them follows the partner without a textbook. 4) Shadowing and overlapping. <Reading test> * All students stand up and read the whole story and check the reading time in pairs. My reading time: ( ) minutes ( ) seconds 4. Post- reading: Writing * Write your opinion about what you can do for old people or disabled people in an aging society. Q1. Can you think about any problems that old people have? e.g. physical and mental problems( ), loneliness( ), anxiety( ),disease( ) Q2. What can or should you do for old people or disabled people in your daily life? Write the reason why you think so. e.g. volunteer activities( ), community service( ),visiting a nursing home

2) Each student reads one sentence in turns in pairs. 3) One of them follows the partner without a textbook. 4) Shadowing and overlapping.

11 Day5&6: Post-reading activities: Assessment Handout Interview task: Directions: Interview three classmates in English about the questions below. Take notes while you interview them. 3Handout 9 Q1,Q2 Name Can you think about any problems that old people have? What can or should you do for old people or disabled people in your daily life? Please give me the reason why you think so. 2. Writing task: Directions: Write your opinion about what you can or should do for old people or disabled people in an aging society. Use the information above and write your idea and reasons at the end of your composition.,. Criteria: 1. Content 2. Vocabulary and Grammar (Try to use new words and grammar) 3. Length (Try to write more than 100 words in total)

Please give me the reason why you think so. 2. Writing task: Directions: Write your opinion about what you can or should do for old people or disabled people in an aging society.

12 Living in an aging society Handout 11 We live in an aging society. Since we all grow weak with age, each of us needs to think about problems that old people or disabled people have. I interviewed three classmates., 3 First, thinks can Second, thinks can Third, thinks can Finally, I think I can 3. Speaking task: (1) Read your writing aloud to your partner and exchange your opinions about the topic.

disabled people have. I interviewed three classmates.

13 Self-Evaluation Handout 12 Lesson Interview task 9. Writing task 10. Lesson Text

14 1 This dog is Oso. Oso means bear in Spanish, but he lives in the USA. He is a large, black, terrier mix. Oso loves to take a bath because he knows something good happens after it. He puts on a visor or neckerchief, and visits a nursing home. When Oso goes into the room, he sees a group of people. An old lady calls him. He goes to her. He puts his head on her lap. She pets him and talks to him. She says, I enjoy meeting Oso so much. I want him to stay longer. I want him to come more often. Some old people feel frustrated when they are not understood by other people. However, they do not have this problem with Oso. Oso can understand their feelings without words. Once he was a stray dog, but now he is helping people. 2 Not only dogs but also cats and rabbits visit nursing homes. Thanks to these visiting pets, life becomes more cheerful. Residents often feel bored, stressed, and weak. Spending time with the animals gives them pleasure. Petting them reduces their stress. It also exercises their hands and arms. Residents do not feel lonely when they are with the animals. They often talk to them to share their thoughts, feelings, and memories. The animals listen in their own way. When people enter a nursing home, they often have to leave their family or close friends. However, visiting pets become new friends. Age or physical ability does not matter to them. They accept people as they are. Moreover, a lot of people can share one animal visit. Even two strangers can talk about a pet together and become friends. 3 Other animals can help people, too. For example, experts say that dolphins help people with mental problems. They call it dolphin therapy. Dolphins show care toward sick people and give them confidence. We also know that riding a horse is good for injured or disabled people. Horses walk rhythmically. This is good for bad legs. And, when you are riding a horse, you must sit up straight. This improves your balance. We do not yet know how much we can do with animal therapy. However, animals make a big difference. Maybe your own pet can help other people, too.

She pets him and talks to him. She says, I enjoy meeting Oso so much. I want him to stay longer. I want him to come more often.

10 11 12 33.4 1 open / window / I / shall / the? 79.3 2 something / want / drink / I / to. 43.5 3 the way / you / tell / the library / would / to / me

-1- 10 11 12 33.4 1 open / window / I / shall / the? 79.3 2 something / want / drink / I / to. 43.5 3 the way / you / tell / the library / would / to / me? 28.7 4 Miyazaki / you / will / in / long / stay