Teaching Practice 8 (Vocabulary)
To provide clarification and practice of nouns and adjectives in the context of IIlnesses
To provide fluency and accuracy speaking practice in a conversation in the context of IIlnesses
Procedure (40-47 minutes)
T. sticks pictures on the WB ( an ambulance, a doctor, a hospital) and then asks students "what do they have in common?". Teacher asks them to discuss that question in pairs. After that, T. gives questions to the students "when do we use an ambulance?" "when do we go to a hospital?" and asks them to answer these questions in pairs. After they discuss, t. elicits the word "Ilness" and write it on the WB.
T. elicits the word 'headache' and then says students that they are going to learn new words and give the handouts in which they are going to match the words with the pictures. T. asks them to check their answers with their pairs.
T. checks the answers with WCFB and elicits the meaning one by one with miming and gesturing. T. drills the words and then writes them on the board and marks the stressed syllable. Vocabulary: a headache, a toothache, a stomach ache, a cold, a sore throat, a cough, a temperature, sick, back, a painkiller.
T. divides the class into 2 groups. One student from each group comes to the board and turn his/her back to the board. T. writes a word on the board (toothache, sick etc.) and the other students mimes the meaning for their friends. To be able to give instructions for this activity, t. demos first.
T. gives the handouts to the students and asks them to fill in the gaps with the words. After they finish, t. asks them to check their answers with their pairs and then check the answers with WCFB. T. highlights the form on the WB and adds other new words. (I've got a stomach ache. - a toothache. -a headache.)
T. pairs the students and gives 5 words to one student and 5 words to another student. One student picks up a word and read it (a painkiller/ headache) the other student says the full sentence or phrase(take a painkiller/ I've got a headache).
T. says " now let's talk about the things that we do when we are ill." and then gives a model sentence "when I've got a cold I drink warm tea." and asks other students " what do you do when you are ill?". T. pairs the students and gets them to talk to each other about their actions when they are ill. After they finish talking, t. asks some of the students about these questions.