Yes we can 2.pdf

11

Read the first part of the text and complete the sentences.

Objectives

 Why Do We

Choke?

Read to review spelling conventions.

 All the food we eat and the air we breathe pass through our throat to get into our body. Food and liquid go down one pipe —the esophagus— to our stomach. Air goes down another pipe —the trachea— to our lungs. These two pipes share an opening at the back of our throat.

Suggested Materials modeling clay (several sticks per pair)

Before the Book 

1. Everything that we eat and drink goes to our stomach through the 2. The

trachea

3. The trachea and the esophagus are behind the

The Heimlich Maneuver Divide the class into pairs and hand out the materials. Invite students to make figures showing each step of the Heimlich Maneuver. They can use the pictures on page 121 as a guide. Display students’ models and invite students from other classes to visit the exhibition if possible.



1

 Read the second part of the text and correct



10

15

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throat

.

Read the second part of the text and correct the underlined words.

Line 1

5

Direct students’ attention to the text on choking. Invite a volunteer to remind the class what choking is. Then have students read the text on their own. Explain unknown words. Next, have students read and complete the sentences below the text. Elicit the completed sentences from the class.

.

So if they share an opening, how does the fud know which pipe to go down? Our body has it all under control. A little �ap of cartilage —the epiglottis— is located near our traquea. Every time  we swallow, it acts like a litle door: it closes off the entrance to the trachea so that food is sent down the esophagus to the estomach.

Read the first part of the text and complete the sentences.

11

throat

connects to our lungs.

food

Line 2 trachea

Line 3

little

Line 4 stomach

Read the last part of the text and underline eight spelling mistakes. Then write the words correctly on the lines. If we laugh while we are iting, the epiglottis might not close in time. A piece of food, like John’s sanduich, can slip down into the trachea. Most of the time, it is no big deal. Our boddi makes us cough and forces it back up. But when someone is truly choukying it means the food or object is completely blocking the airway and air cannot �ow into and out of the lungs. The person cannot cough the object out. They cannot brheathe, talk, or even make noise. They may grab at their throat or wave their arms. If the trachea remains bloqued, their face may turn bright red and then blue. The body needs oxygen to stay alive. Wen oxygen cannot reach the lungs and the brain, a person can become unconscious, sustain brein damage, and even die within minutes. That is what makes choking such a serious emergency.

Unit 2a

1.

eating

2. sandwich 3.

body

4. choking 5.  breathe 6. blocked 7. 8.

When brain

Read to review spelling conventions.

the underlined words. Ask students to look at the text and say what is wrong with each underlined word. Elicit from students that the words are all spelled incorrectly. Then have students work on their own to correct the words and write them on the lines. Finally, invite volunteers to spell the words aloud.

 Read the last part of the text and underline

eight spelling mistakes. Then write the words correctly on the lines. Form pairs and invite students to read the text and find eight misspelled words. Read the first sentence aloud and elicit the misspelled word. Elicit the correct spelling and write the word on the board. Have students correct the word in their books. Next, ask students to complete the activity. Monitor and help as needed. Finally, ask volunteers to write the corrected words on the board.

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Unit 2a

Time to read! Nonfiction pp 22-24 Elicit ideas about global warming. Do not confirm any yet. Then ask the following questions and have volunteers share their answers with the class: What is global warming? What is global warming causing? Do you know about a country that has a system to prevent disasters caused by floods? Ask students to read the corresponding pages of the reading. Have them work in pairs and discuss where they see the effects of global warming in their country. Finally, ask them to work individually and solve the tasks on page 24. Have them check their answers in groups. Monitor and provide help if necessary.

Five-Minute Activity Choose an activity from page x and do it with the class.