Rahman Nazari Anarestani Rahman Nazari Anarestani

At the doctor's
Intermediate B1 level


In this lesson students learn about health problems, symptoms and the treatments. They start with categorizing the words as the according to above-mentioned titles and match the treatments and sicknesses. After that they learn the sentences usually used by doctors and patients. In the end, they practice the language through a semi-controlled and freer speaking task.


Abc Handouts
Abc handouts gap-fill and maching

Main Aims

  • To provide fluency speaking practice in a Conversation in the context of Health, health problems

Subsidiary Aims

  • To provide clarification of Health problems lexis in the context of Health problems


Lead-in (1-2 minutes) • To activate the students' schemata and engage their attention to the lesson

T writes three questions on the board and asks the students to discuss them in pairs. -when was the last time you got sick? -what was the problem? what did you do? Soon after they finish their short talk. T moves on to the next stage.

Test (5-7 minutes) • to test and also make students remember the words and phrases related to the topic

T gives clear instructions on how the students are going to do. T give them a form that has symptoms, health problems and treatments on them. The students should categorize them and decide which treatment is for which sickness. First, they work individually on the test and after the set time the can check their answers with their partners. After that T check the answers with the whole class to see if they have understood what they are.

Teach (2-4 minutes) • to teach the words or phrases the Ss have not understood

T stands in front of the class and teach the meaning the words that the students have problem with. If there is no problem T drill the words to make sure that they can pronounce the words correctly.

Test (5-7 minutes) • to test the students on what they have learned

T tells the students that they are taking a test and that they should use the words they learned. The test consists of two part, one is a gap-fill and the other is a matching tests. In the first part, the students should complete the sentences usually said by doctors and in the second part they choose an ending for the sentences that usually said by patients. After taking the test and checking in groups and if there is still disagreements they can check their answers with the other group.

Speaking for accuracy/ role-play (8-10 minutes) • to provide the students the opportunity to practice the language through a semi-controlled activity

T have the students work in pairs. T decides which students should form a pair and asks them to chose a role between the doctor and the patient. T gives the patients a paper on which a health problem is printed and asks them to keep the problem secret and start a conversations an use a few sentences using the related symptoms. The doctors need to ask a few questions to find the problem. T monitors them and listen to them carefully. In the end, T asks who could find his/her patient's problem? T corrects the students mistakes using the board.

Speaking for fluency/role-play (10-12 minutes) • to provide the students the chance to use what they just learned through an activity freer than previous one

T set a scene and gives clear instructions to the students. T divide the class into two groups one is doctors' group and the other is the patients. They should imagine that they have a health problems and they are seeing a doctor. They should act the situation out and they can choose to manage the conversation the way they want and tell the doctor about their problem and the doctor should find out what the problem is and inform them about the right treatment. T have the students change their roles and play it with a new partner. T mingles and listen carefully.

Error-correction (2-3 minutes) • to make the students aware of the mistakes they made during the activity

T writes the wrong sentence on the board and discuss them with the students and correct the mistakes.

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