Self-Study Guide_ Noveno # 7_Segundo Periodo
Nivel/ Level: 9th Grade
Asignatura/ Subject: Academic English
Student´s name: ________________________________________________
Group: ______________
1.Me preparo para hacer la guía/ Getting ready to do my self-study guide
Pautas que debo verificar antes de iniciar mi trabajo. /Aspects to verify before I start working:
Materiales o recursos que voy a necesitar/Materials needed Suggested materials:
 Notebook, pencil, pen, eraser, highlighters, etc. Dictionary or translator.
 Computer & Internet access if possible
Condiciones que debe tener el lugar donde voy a trabajar/ Conditions of the place to work
 Work in a place where you do your assignments and homework daily.
2. Voy a recordar lo aprendido en clase y / o aprender. Recalling what I learned in class/what I will learn.
Indicaciones / Instructions: Dear student, the following tasks will help you to reinforce information about Unit 5
Scenario: Unexpected Situations! Theme 1. Home Emergencies. Theme 2. Emergency Traveling Situations. Theme 3.
Unanticipated Appointments. Theme 4. Making a Complaint at a Restaurant.
Warm up: Activity: Quick Questions Instructions: Answer the questions.
Questions:
1. What is an emergency? ______________________________________________________________________
2. Have you experienced any emergencies? ________________________________________________________
3. What emergencies have you experienced? _______________________________________________________
Activation of prior knowledge:
Task: I have to match the correct word to the correct picture by writing the number in the circle.
Task: Students write sentences about the health problem using the examples.
Task: I work in the worksheet with images and the name of some medicines, students have to match the
correct word to the correct picture by writing the number in the circle.
1. An
ointment
5. Capsules
9. Pills
2. A bandage
3. A Band aid
4. stitches
6. An X-ray
10. A bed
7. An injection
11. A syrup
8. Drops
12. an ice pack
Task: I have to write the name of each body part in the corresponding place mark with a line.
Assessment Strategy: SI.1. offers suggestions in unexpected situations.
These expressions are used to give suggestions:
Task: use extra paper to give and advise using the vocabulary learn before.
Assessment Strategy: L.2. discriminates the main points of a relatively long discussion about unexpected situations.
Indicator: Recognizes the topic of a relatively long discussion about unexpected situations.
Task: Pre-listening: WH-questions: title: “Emergency Call: Mom Falls”. First, I read the title, then, I listen to the
clip, after that, I write down three (3) WH-questions about the clip. Use: WH-questions:
When ___________________________________________________
Where ___________________________________________________
How _____________________________________________________
What_____________________________________________________
Who _____________________________________________________
Video: Emergency Call: Mom Falls Down
Link: https://www.youtube.com/watch?v=vvOI3dQ5a30
Task: I read and answer the questions to check for understanding:
1.
Who called ambulance services? Why?
2.
Describe the person who called (age, gender, nationality)
3.
Who had an accident?
4.
What would you do in this situation?
5.
What services are available in Costa Rica?
Assessment Strategy: SI.2.1 makes complaints. Prewriting and Organizing
TASK: I make my writing more effective by using a wide range of vocabulary. I look at the list of adjectives below. I
find at least 2 more words for each using a dictionary.

angry



annoyed



anxious



awful



bad



bewildered



bored



dangerous



disgusted


SI.2.2 makes appointments. Main vocabulary I should use
2. Pongo en práctica lo aprendido en clase / Putting into practice what I learned in class.
Indicaciones / Instructions: I read the instructions and follows it step by step the explanations to complete each task.
Leo las instrucciones y sigo paso a paso lo explicado para hacer cada tarea.
Indicator: Uses expressions to give advice such as: “You should____” ,“Why don’t you________.”,
Task: Choose and give advice to your friend who has health problems: Use the information from column A for the
health problem and column B for the advice. Follow the example and structure bellow. Write your advises in an
extra paper.
A. Problems:
B. Advice:
Use example
- a headache
take cough drops
A: I have a twist my ancke!
-a cough
drink lots of liquids
B: Why don’t you go to see the doctor!
-a sore throat
see the doctor
B. You should rest in bed.
-a backache
see the dentist
-a toothache
put some ointment on it
-a fever
stay in bed and rest
- insomnia
take some aspirin
-an earache
take some vitamin C
Indicator: Uses expressions to ask for and give advice and suggestions such as:
Have you considered_________?” “How about __________?”
Tasksthe develop the activty:
1. I read the text about emergency situations at home. Any words which students don’t understand can be
circled and clarified later through discussion.
2. I must recreate the original prompt by writing a conversation and provide the ending to how to solve
the emergency.
3. I have to write for each scenario, what is the problem? where they feel pain or have an injury? What
are the symptoms? and provide a medicine or solution to the problem.
4. I have to use next vocabulary: Vocabulary
Phrasal Verbs (at least 2 examples):
ask around, back up, break down, call around, call back, calm down, catch up, check in, check out,
come forward, do over, find out, get around, get away, take off
Body parts (at least 2 examples):
-head, face, eyes, ears, nose, cheeks, mouth, lips, tongue, chin, chest, shoulders, back, elbow,
hand, arm.
Common illnesses and symptoms (at least 2):
headache, earache, stomachache, sore throat, cold, virus, cough, infection, rash sunburn, runny nose,
dizzy, nauseous, vomit, bruised, swollen, itchy.
Medicines (at least 1):
prescription, injection, stitches, aspirin, lotion, capsule, pill, ointment antacid, cold tablets,cough syrup.
Indicator: Distinguishes the main points of a relatively long discussion about unexpected situations.
Task: I listen the audio about Emergency Call: Mom Falls Down. I read the transcript of the audio clip and fill in the
blankswhile I listen to the passage.
Task: I read the situation and analyze the information, underline the new vocabulary and ask look it up in the
dictionary.
Situation: You are travelling un a cruise and you suffer a terrible dizziness, and you decide to go the Emergency area,
there you see the secretary explain the situation and then the nurse call you. But after that, 3-hours pass and the
doctor does not call you to examinate your health and give a prescription, so you decide to go to your cabin and rest.
Next day, you want to ask for a reason, because there were only 3 more patients and there was no reason for the
delay. So, write a letter explaining the situation and ask for a response
Task. Before I write the letter, I do a Drafting where: I write for 5 minutes without stopping. I use these questions:
What happened? Why were you so angry or upset? Ans other ideas that I can use in the letter.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________________________________
Task: I write a letter of complaint about the situation in the hospital. I have to use more interesting vocabulary to make
my letter more interesting for the reader. I follow my teacher instructions
Instructions:
 Starts the letter politely with one of these phrases: “I’m sorry to bother you, but I ...” or “Excuse me, I wonder
if you can help me”
 Explains the problem using polite, respectful language.
 Says how you feel about the problem.
 Asks for an action to be taken on the problem.
 Finish your letter with a polite phrase.
Task: Planning: I read and analyze the information.
Doctor’s schedule
Monday
Tuesday
9:00
Wednesday
Meeting
9:30
10:00
Patient F
10:30
Thursday
Friday
Patient J
Patient K
Patient L
Patient M
11:00
11:30
Vacation
1:00
Patient H
Patient A
1:30
Patient I
Patient B
2:00
Patient C
2:30
Patient D
Patient E
3:00
Patient’s schedule
Monday
9:00
9:30
10:00
10:30
11:00
11:30
Tuesday
Wednesday
Thursday
Trip to Seattle with
family
Lunch with friends
Friday
1:00
1:30
2:00
2:30
3:00
English class
English class
Task: I organize my ideas to write a conversation. Then, I choose a patient from the schedule and start writing the
appointments for the patient. The appointments may not be during a time when the doctor is already busy.
I have to include in the conversation.
 Greets the person who answers and asks for the person you wish to speak with.
 Expresses the purpose for your call.
 Agrees on the most convenient day and time for both parties.
 Confirms the date and time that is the most suitable for you.
Use extra paper
Rúbrica de nivel de logro para Inglés
Indicator of Learning
Achievement level
1. Not yet
achieved
Learner cannot
achieve the task
correctly.
Uses expressions to give advice such as:
“You should____” ,
“Why don’t you________.”,
Uses expressions to ask for and give advice and
suggestions such as:
Have you considered_________?”
“How about __________?”
Recognizes the topic of a relatively long discussion
about unexpected situations
Distinguishes the main points of a relatively long
discussion about unexpected situations.
Starts the letter politely with one of these phrases:
“I’m sorry to bother you, but I …….” or “Excuse me, I
wonder if you can help me”
Explains the problem using polite, respectful language.
Says how you feel about the problem.
Asks for action to be taken on the problem.
Greets the person who answers and asks for the
person you wish to speak with.
Expresses the purpose for your call.
Agrees on the most convenient day and time for both
parties.
Confirms the date and time that is the most suitable
for you.
2. In progress
Learner can achieve
the task with some
difficulty and needs
improvement.
3. Achieved
Learner can fully
achieve the task
without any
difficulty