To let students know and practice the vacabulary related to body and health so that they are able to use it in the context of "doctor"..
speaking as a tool to reinforce the meaning and pronunciation of the vocabulary in the context of "doctor".
Procedure (39-45 minutes)
I am going to start the lesson by asking ss How are you today? Then I say: I do not feel good today my arm hurts, what should I do, in order to elicit from them "doctor". Then I am going to project a picture for a doctor and a patient to elicit "patient" by asking: Who is this? A doctor And who is the other one? Is she also a doctor? No Is she ill? Maybe Why is she talking to a doctor? She wants a help for her illness How can the doctor check her? Take her temperature, listen to her chest What can the doctor give her? Medicine or a prescription for medicine. and I show ss the pictures of medicine and prescription.
I will give ss handouts that include some parts of the body and ask them in groups to think and then tell me what do we call those them. The instructions: We have here A, B, C,.......until J they are parts of the body like what do we call this? and I will refer to my hand, the answer: a hand. To make them know what I mean by parts of the body. now write what you know of them you have one minute. This is to test how much ss know. ICQs: what will you do? After that I will make them check the answer with their partners then do a whole class feedback and ask them how do we spell each word and then drill those words. As for eliciting some other parts of the body I will project pictures of them and do the same , I mean writing them on board, model and drill for pronunciation.
I will make students play the game of " Touch your mouth nose ear ......... First I will ask a student to come near the board to show ss how is the game, I ask him to touch his mouth and he should do it which means he understand which part is it. I will ask ss to do the same thing in pairs each one ask his partner to touch the part he said. The instructions: say to your partner a part of body and he has to touch it, you have one minute
I will point to the words I have written on board and ask: when my head hurt what can I say? my head hurts or my head ........ After eliciting the verb"ache" I say: we can have a headache, earache, backache, stomach-ache, ......... I will highlight that we say: "my head aches" not "my head aches me". Then I will give ss a table of possible problems for the people in the picture I gave them earlier to match the illnesses to the people they think they have them. The instructions: Match the illnesses to the people you have one minute.Then they will check with their partners.
I will nominate a student and tell him that he is a doctor now and I have a headache what should I do? shall I take a medicine? what kind of medicine do you think? and I will give him some cards where there are some solutions for this illnesses and he will choose. Then I will make ss work in pairs and ask them to do the same thing. Each student choose an illness and ask his partner who is a doctor to tell him what should he do.
I will do exercise 4 in Straight forward / pre-intermediate student's book where students work in pairs and ask each other questions like; when was the last tome you were ill? what was the matter? And I will do an example of myself like; last week I was ill and I got a flu I went to a doctor and he gave me some pain killers like paracetamol but I did not take a day off work.