Yesim Kalkan Yesim Kalkan

Nickue Gardner. 17 Oct 2016. Cold Comfort
Upper Intermediate / B2 level


In this lesson, students will be able to have a fluent communication about the vocabularies they learned in the previous lesson. Learners will focus on the certain vocabulary like sicknesses.


Abc dialogue cut-ups

Main Aims

  • To provide fluency speaking practice in a dialogues, roleplays and conversations in the context of illnesses, aches, pains

Subsidiary Aims

  • To provide practice of symptoms and illness words in the context of health


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

Teacher greets the students. Teacher asks learners if they know any doctor jokes. If there is any, teacher listens to the joke in T-S interaction pattern. Teacher shows the cut ups and gives the instructions about what to do next.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Teacher seperates the class in five groups. T hands out the cut-up dialogues to Ss. T asks Ss to match the patient - doctor dialogues. T asks for the answers of the matching activity and tries to see if Ss understand the jokes or not.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T asks Ss to be a partner with the person next to them. T prepares the class for pairwork.T shows the matching activity to Ss and gives the instructions. T hands out the papers to Ss. In this activity, Ss matches the sentences to the situations. T asks for the answers individually and check with the answer key.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T divides Ss into As and Bs. T hands out two kinds of roleplay exercises on papers. T wants Ss to read the situations and disuss about it in their group. T asks Ss to get into concentric circles. The inner circle and the outer circle stands up face to face so everybody has a partner in this new position. T tells all Ss to act the first roleplay with their partner. T gives some time and monitors the Ss. T tells group A to move round on person clockwise so the Ss has new partners to act out. T monitors the Ss for the second time. T repeats the same steps for the second roleplay and the third one. T takes some notes about errors.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T tells Ss to sit down. T asks Ss about their characteristic features in the roleplays. T makes some error correction on the board.

Web site designed by: Nikue