Solihull College CELTA

Lesson Plan

NAME: WEEK 4 LEVEL: LENGTH:

Laura Monday Pre-intermediate 40 mins

AIMS:

• To provide students with an introduction to the language used when visiting the doctors
• To explain main verbs used for describing symptoms of illness
• To give reading and listening practice (receptive skills)

ASSUMPTIONS: MATERIALS:
Learners will have encountered some of this vocabulary • IWB with pre-prepared materials
before, but some will be new to them. There maybe • Bingo cards
some issues with pronunciation. • Sheet with sentences which they
have to match with body display on
IWB
• Sheet depicting pictures which they
have to match with relevant
sentences
• Audio – MP3 file on CD

TOPIC AREA:

Doctors’ appointments

ANTICIPATED PROBLEMS AND SOLUTIONS (non linguistic)

.
• Learners maybe reluctant to elicit responses in front of whole class – encourage the students
who don’t normally contribute responses to do so
• Learners are mixed ability – some may be familiar with this vocabulary – some won’t. Try and
stretch the more able where possible and support the Ss who struggle more. This can be done
through peer monitoring.

PERSONAL AIMS FOR THE LESSON:

• To ensure lesson is less T-Ss focused and more Ss-T and Ss-Ss led
• To incorporate some activities I haven’t tried before
• To improve the pace of the listening – not spending more than 10 mins on one exercise
• As much pair an individual work as possible.

TRAINER'S OVERALL COMMENT:

For this stage of the course: Below standard/Up to standard/Above standard
LANGUAGE ANALYSIS
What is the target language?
Vocabulary connected to visiting the doctor’s surgery.
What is the meaning of the language?/What
problems with meaning do you anticipate
students may have?
1. Reason for using a specific verb in sentences
such as:
• I have a/an (headache / backache)
• I feel (dizzy, better, sick)
• I keep (sneezing, coughing)
2. Vocabulary such as high temperature,
vomit(ing), dizzy, prescription, surgery and
examine(d)
What is the form?/ What problems with form do
you anticipate students may have?
• I have a/an (headache, backache,
How will you help to clarify these?
1. Explain sentences on the board and provide
explanations for:
• Feel – to be in a particular state when you
are ill (I feel quite happy now, I feel ill).
• Keep – to do something many times (to
keep sneezing, vomiting or coughing)
Ask one learner to elicit an appropriate sentence
using each verb.
2. Concept questions:
• (surgery) - does a doctor work in a bank?
Where do you do to visit the doctor?
• (prescription) – when a doctor tells you
to take some medicine, what does he give
you? When you go to a chemist for some
special medicine, what do you normally
need?
• (high temperature) – Do you a high
temperature when you have a fever?
What do you use this [point to
thermometer in picture] to test for? Is 40
degrees C a high temperature?
• (vomit) – Would you vomit if you were
well? Would bad food make you vomit?
• (dizzy) – If things around you are spinning
and you felt like you were going to fall,
would you feel dizzy?
• (examine) – What would a doctor do
before he gave you medicine? What does
a doctor do when he checks your body for
illnesses?
Pictures in the first and second exercises.
How will you help to clarify these?
• Use I have because headache, backache
 earache)
• I feel (dizzy, better, sick)
• I keep (sneezing, coughing, vomiting)
What problems with pronunciation do you
anticipate students may have?
• Cough - kɒf
• Dizzy - ˈdɪz.i
• Ache - eɪk
• Medicine - ˈmed.ɪ .sən
• Chemist - ˈkem.ɪst
• Examine - ɪgˈzæm.ɪn
and earache are nouns. So you own these
symptoms.
• Use I feel with adjectives – dizzy, better
and sick describe the way you feel.
• Use I keep with sneezing, coughing and
vomiting because it happened many
times. Sneezing, coughing and vomiting
are verbs.
How will you help to clarify these?
• Cough - Ou sounds like o and the gh
sounds like ph (silent g)
• Dizzy – the zz doesn’t like an s or a j
• Ache – sounds like aik. The ch doesn’t
make its usual sounds – harder sound.
• Medicine – silent c
• Chemist – The h is silent – ch doesn’t
make its usual sound
• Examine – x has more of a g and z
sound. So egzamine.
 STAGE AND AIMS
Lead in - Activate schemata by
brainstorming what they know about
a visit to the doctor’s already.
Test stage and focus on language
and form - Test Ss knowledge on
vocabulary and simple sentences
connected with illness.
Explain use of the three main verbs
used to describe illness: to have, to
feel and to keep.
Controlled practice - To practice
use of simple sentences to describe
what normally happens when you
feel ill. To confirm understanding by
asking students to match pictures
with sentences.
Controlled listening practice - To
practice students listening skills by
testing their ability to pick out key
information related to someone’s
account of illness and their trip to the
doctor’s.
Controlled listening and reading
practice - Recap on all vocabulary
learnt in the lesson and provide
another opportunity for students to
practice their listening skills.
FOCUS TIME PROCEDURE
S-T 5 mins Display a cartoon of a doctor in his surgery on the IWB. “What can you tell me about
this picture?” “Do you think of any other words when you see this picture?” Choral
drilling of words that Ss find difficult to pronounce – surgery, medicine, cough etc.
S-S 10 mins Display a picture on the IWB of a sick man with numbers pointing to his symptoms.
Give students the handout and ask them to put the corresponding number next to
each description of symptom.
Go through answers on board.
S-T Underline the three different verb uses on the board. Explain that you use ‘have’ with
a noun, because you own a symptom like a headache or earache. You use ‘feel’ with
adjectives such as sick or dizzy and ‘keep’ with a verb such as sneezing or coughing
to describe a symptom that keeps happening.
S-S 10 -15 Start by asking students to put the pictures in the story board in order – working in
mins pairs.
Then ask students to match the pictures with the sentences.
Elicit answers on board – maybe asking students to come up individually and, using
IWB, move the sentences next to the corresponding pictures.
Discuss whether order on board is correct.
Ss 10 mins Provide an introduction to what the students are about to hear.
S-S
Display the questions on the board and tell them they have to listen out for answers.
Elicit understanding of the word ‘better’. “Does better mean you are still ill? What is
the opposite of better?”.
Play the tape for the first time. Ask students to discuss questions in pairs.
Play the tape for a second time if necessary.
Ss 10 mins Play a game of bingo. Students are presented with a bingo grid containing six words
already covered in the lesson. T will read out clues to words connected will illness
and Ss have to find the answer on their bingo grid. First S to find the six words on
their grid is the winner.