Mays Shareef Mays Shareef

Assessment TP 5
Pre-Intermediate level


In this lesson, the students will be introduced to the topic "Doctors, illness and health". Then the students will review some body parts they have been familiar with as well some new parts so that they can use them in a meaningful, real world context. Plus, the students will learn some illnesses and their remedies ending up with speaking for fluency and accuracy.


Abc WB
Abc Picture 1 (doctor and patient)
Abc Picture 2 (Body Parts)
Abc Pictures related to some aches (headache, stomachache, cold, cough,flu,hangover, temperature)
Abc A bell
Abc Cards (Straightforward Pre-Intermediate SB Macmillan (2005)Page 102 ex 4
Abc Handout (Straightforward Pre-Intermediate SB Macmillan (2005)Page 102 ex 2 & 3.

Main Aims

  • In this lesson, the main aim is to give Ss practice in speaking for fluency through a discussion about health and illnesses.

Subsidiary Aims

  • In this lesson, the sub aim is to practice useful words and new vocabulary to express illnesses and their remedies. To provide clarification of meanings of various words and phrases from the context.


Lead-In (4-5 minutes) • To introduce the topic via a picture. To set the lesson context and engage the students.

- I show the students a picture and elicit: "Who is the person on the right?" A doctor "Is the person on the left ill?" Yes "So who is the person on the left?" A patient "Where are they?" In a clinic, in a hospital. "Why is the patient talking to the doctor?" To get help. "How can the doctor check him?" Take his temperature, listen to his chest. "What can the doctor give him?" medicine or a prescription for medicine. - I write on WB the information the students give.

Vocabulary (4-6 minutes) • To review some words and extend some new vocabulary.

- to review the body parts I need to get Ss into the context by asking them "Why do you go to the doctor?" Because something in your body hurts/aches. Like what? Ear, back... - Then I show Ss a picture of the body parts they need to fill in the missing vowels. - In pairs Ss think what the missing vowels are. - In turn Ss come up to the board and write the missing vowel.

Speaking (12-15 minutes) • To give Ss practice in speaking for fluency through a discussion about some illnesses.

- I come up with a story to get Ss into the context, something like: Today's my birthday, everyone is invited but unfortunately none of the students is coming because they all are sick. - I show Ss pictures, name each picture as one of a sick student, stick it on WB and in pairs they need to match the pictures with the illnesses in ex 2. - I take FB. - In a group pf 3 Ss need to be discussing ex. 3. Which person (from the pictures) needs aspirin or paracetamol, a prescription for antibiotics, and an appointment with a specialist.....

Focus on TL (5-6 minutes) • To help Ss understand MFP.

- I write each sentence on WB clarifying the meaning, form and pronunciation. - I ask Ss "Is headache a noun or verb?" - The same as for the rest of the sicknesses.

Personalisation (14-16 minutes) • To encourage fluency and express opinions.

- To have Ss remember the illnesses, I play the silly back to board game. I mime the sickness and students guess what it is. - Last activity, Ss stand up As in one line, Bs facing out As. I show a question, students need to be sharing the answers with each other. The question changes once I ring the bell.

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