mehdi mehdi

Bill of Health
upper-intermediate B2 level

Description

In this lesson, students will be familiar with the context of health care, medical errors and compensation and I am going to teach listening as well as vocabularies. The lesson starts with some idioms to set the context then it follows with listening first gist and then detailed to deepen students' comprehension and post listening as a semi-controlled practice at the end of the lesson.

Materials

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about bill of health in the context of medical errors and copensation

Subsidiary Aims

  • To provide clarification and practice of health idioms in the context of medical errors and copensation

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T greets Ss. T shows some pics on the WB and asks following questions: - imagine that you go to hospital for a small operation on your stomach, but the doctor makes a mistake and you are left with long permanent scars. What is your reaction? - What if the doctor's mistake, was more serious and you were left seriously ill? - is it normal for doctors to make mistakes? What should happen when they do? T gives instruction and asks ICQs. Ss discuss in pairs. T gets WCFB and introduces the lesson's topic.

Vocabulary (8-10 minutes) • To set the context of health care and medical errors and compensation

Ss receive a HO to rearrange the sentences and make a story. T gives the instruction and ask ICQs. Ss do the task individually. T asks for peer check. T gets WCFB then show the answer on the WB. T gives CCQs in HO and asks them to answer the questions. T monitors. T gets FB and clarifies from and pronunciation. T shows a question on the WB. Ss discuss in pairs T gets WCFB.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

Ss receive HO. T gives instruction and asks ICQ. Ss do the task. T asks peer check. T gets WCFB and clarifies form and pronunciation.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss to listen and find the connection between the listening and words on the WB. T asks ICQs. T plays the recording. T asks peer check T gets WCFB.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ss receive HO (true-false statement) T gives Ss sometime to read the sentences. T gives instruction and asks ICQs. T plays the recording. T asks peer check T gets FB and elicits justification. Why this sentence is false? and gives them the correct answer.

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T shows the question on the WB. T gives instruction and asks ICQs. Ss discuss the questions T gets WCFB

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