Lesson Plan 8B
• The main aims of the lesson is to allow students to practice and learn the different parts of the body, and learn to recognise and describe the concept of the feeling ill. The main aims will be more language focussed (receptive skills) as they will be learning vocabulary, and how to create a grammatically correct question and answer.
• The subsidiary aims of the lesson are practicing the student’s receptive skills in speaking practice whereby students will practice the target language and test their memory about the target language. There will be also some productive skills work whereby ss will be given an activity based on a comprehension task that has been cut and separated into pieces for students to put in correct order.
Procedure (34-44 minutes)
1. T will begin the lesson by asking the ss how they are, and then when as the same in response, say “I feel sick” and then proceed to ask them “I don’t know why I am sick!” Give the first example of feeling sick through action by pretending to cough, pretending to sneeze and pretending to have stomach pain. Elicit examples from ss. T will then draw on the WB differentiating between feeling sick and different illnesses. 2. T will present a paper with a list of words that indicate basic body parts to a list of vocabulary written on flashcards. T will put an image of the human body on the WB. 3. Give students 5 minutes to do this activity. 4. Ask students to come to WB and paste up their vocabulary on a flashcard to the right body part. 4. Monitor the students to see which vocabulary is confusing ss during task.
1. State to ss “Let’s check” 2. Choose a volunteer from class: ask their answer to the first question, second and so on. 3. There is no vocabulary that is anticipated that will be definitely known as there is no Turkish equivalent. CCQs will be prepared for each body part and be used according to the answers from ss in the matching task. Shoulder Back Neck Stomach Arm Leg Head 4. The CCQs will be prepared for each word as it cannot be anticipated what they will guess correctly and not be able to guess correctly. Head: Show them a image depicting the human mind. T will ask them “Where is our brain in our body?” The head. T will show picture of head and arm. T then will ask “which is the head”? T will elicit the word then drill. Leg: Show them a picture of a person running. T will ask “what is the person doing” Running. T will ask “What do they need to run?”, then indicate to the legs in the image. “Do they need legs?” Yes then drill the word. Shoulder: T will put up an image of a father carrying their child on their shoulders. T will ask class “What is the man doing?” They will presumably say carrying child. Then ask “Is the child sitting on the man’s head or shoulder?” Shoulder. Then drill the word. Back: T will show picture of a person carrying a back-pack. T will ask “What is the person carrying?” A bag. T will then ask is he carrying the bag on his back or shoulder?” indicating both by gesturing to image. Back. Then drill the word. Neck: T will show picture of a woman wearing a necklace. T will ask class “What is she wearing” Jewellery. T will try to elicit the name, and then ask “What is she using to wear the necklace?” Neck. Then drill the word. Stomach: T will show a simplified picture of a digestion system that and then “Is this the stomach?” or pointing to another image depicting a head “Is this a stomach?” Arm: T will show picture of arm tattoo. T will ask what it is? Tattoo. “Is it on the arm or on the leg?” whilst pointing to both body parts.
1. T will present some images used during the vocabulary task to elicit responses from ss by pointing to the pictures to use them as the object in the sentence. 2. T will provide 2 examples of a sentence and question as a demonstration using the vocabulary. 3. The main target language will be “I’ve got a stomach ache” “I feel sick” “My (Body Part) hurts.” The question to be taught is “How do you feel?” Meaning and form will be differentiated whilst eliciting. 4. After going through the examples together as a class, T will then present 6 flashcards of the target language. T will ask ss to make a sentence by looking at the word as a form of substitution drill. 5. Immediate error correction when eliciting the correct form. 6. Sentences will then be drilled again.
1. Write a small comprehension conversation between two people on the board clearly divided into four places. T will check understanding of ICQ by asking what they are going to do and demonstrating what to do. 2. Hand out a comprehension paragraph on a conversation between a doctor and patient. 3. The text will be split up and have ss put them back together in correct logical order. The text is “Hello, how are you feeling?” “I feel really bad!” “How do you feel?” “I feel sick. I think I have a cold. I am coughing and my back hurts.” “Oh no! Have you seen a doctor?” “I will go to a doctor today.” “Feel better soon!” “Thanks, bye!”
1. Inform ss that they will have a practice speaking time. T will explain that each ss will be allocated an illness and then create 2 sentences describing the illness. They will also be directed how to ask a question when asking another ss. 2. T will perform a demo of this with another ss in front of the class. 3. T will put ss in groups of 2 and then ask them to first create the sentences from the illness that they have been allocated 4. T will then direct ss to practice using the sentences and phrases with each other.