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Unit 6.3 How are you feeling?
Upper Secondary 3 level


In this lesson, Ss practice using functional language in the context of doctors and illness. They practice on predicting information based on the same context. They are introduced to new words based on doctors and illness. Ss engage in writing, listening and speaking activities during the course of the lesson.


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Main Aims

  • For Ss, to clarify and review vocabulary in the context of doctors and illness. For Ss, to clarify, review and practice functional language in the context of seeing a doctor.

Subsidiary Aims

  • For Ss, to predict information.


Lead in (3-5 minutes) • To activate students' schemata

A picture of a doctor is displayed on the IWB. Ss are to write words that come to their mind when they look at the picture. They are given 30 seconds for this task. The words are discussed and written on the IWB.

Freer speaking practice (5-6 minutes) • To check Ss previous knowledge on the use of functional language

Ss are asked to do a role play in pairs. One S takes the role of a doctor and the other takes the role of a patient. Ss are instructed to prepare a short conversation between a doctor and patient. They are given 4 minutes to prepare the role play. Ss present their role plays in class.

Target Language Input (9-10 minutes) • For Ss to develop and practice the target language. (seeing a doctor)

In this stage,tr. checks meaning, form and pronunciation of the target language. Tr says: The phrases you used in your role play were great. Here are some more phrases and sentences. Tr. presents the functional language to the Ss. Sentences / phrases used by doctor and patients are displayed on the IWB. The sentences/phrases are jumbled up. The IWB is divided into doctor and patients.Tr. says: These sentences are used by doctors and patients. Put them in the correct column. The sentences are orally drilled. Tr. nominates Ss to mark/show stress in sentences. Tr then checks if Ss have understood the meaning of the sentences through CCQs. For example: I'll give you some pills/antibiotics/ medicine. When does the doctor give you an antibiotic? Why do you need to take medicines? Are painkillers same as antibiotics? Whats the difference? Tr. then explains the form of the sentences. Tr says : Question sentences start with a question word, that is, What/How/How long followed by the verb and the rest of the sentence. When the sentence starts with with a verb like Can, it is followed by a pronoun and the rest of the sentence. Tr. points to a few declarative sentences and asks Ss to write the form. Next Ss are asked to read the sentences loudly in groups and individually. Tr. checks pronunciation. Tr. shows word stress for words like antibiotics and worried.

Controlled written practice (7-8 minutes) • For Ss to practice writing the target language accurately

Tr. displays the HO with the sentences and a conversation between a doctor and patient and sets instructions. Ss fill in the gaps using the sentences, individually. Tr models the first sentence. Peer correction is done. During WCFB, S nominate each other to give answers.

Controlled speaking practice (5-6 minutes) • For Ss, to use the target language while speaking fluently

Ss practice the dialogue between the doctor and patient in pairs. Tr. checks pronunciation and sentence stress. Delayed error correction is done. This helps them for the next task: Freer Speaking practice.

Less restricted speaking practice (7-8 minutes) • For Ss to practice the functional language while speaking accurately and fluently.

Role play: Ss practice speaking the functional language they have just learnt. Tr. sets instructions: Each pair will be given clues. Role play using the given clues. Tr. models a conversation for them. Ss are asked to share their role play with the class. Feedback and error correction is done.

Controlled listening practice (8-10 minutes) • For Ss to practice listening for specific information. For Ss, to predict answers.

Ss engage in a listening task. 2 questions are displayed on the IWB and Ss are asked to predict answers. Ss then listen to 2 conversations between a doctor and patient and answer the questions in pairs. Ss listen to the conversations and discuss the answers in groups. Then Ss are given a HO. They are instructed to look at the extracts and predict the missing words. They are instructed to work alone. Once the task is completed, Ss discuss answers with each other. Then, they listen to the conversations and check their answers. WCFB is done. The answers are displayed on the IWB. Meaning and form are explained if necessary.

Controlled written practice (5-6 minutes) • For Ss to practice the functional language in writing accurate sentences

Ss work in groups. Each group is given a HO with fill in the gaps. The missing words are placed around the classroom. Ss are to race against each other and complete the sentences. WCFB is done.

Oral Drill - Restricted Speaking Practice • For Ss, to practice and improve speaking fluently and accurately

Ss engage in an oral drill, where in they listen and repeat the sentences from the previous task.

Lesser Controlled Speaking Practice (5-6 minutes) • For Ss to develop and improve their speaking skills using lexis in the context of doctors and illness.

Ss engage in a speaking activity. They work in pairs. They discuss what they do when they have a cold/headache/flu to make themselves feel better. Tr. models an example for them.

Recap and feedback (7-9 minutes) • For Ss, to check the understanding of the target language

Task 1: Ss are divided into two groups. One group is given a problem and the other advice. Ss are to find the correct match. WCFB is done. During WCFB, tr questions Ss: What other advice can you give for the same problem. Would you take this advice? or Do you think it will help solve your problem? Task 2: Ss play a game. Two Ss sit in front of the class. Words are displayed on the board and other Ss give them clues to help them guess the word. Home work: Ex 1A and B on pg 62 is given as home work.

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