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Celta TP4 23 November-Vocabulary-Medical Terms
Upper-Intermediate level


This lesson will focus on Vocabulary-Teaching. They will learn about the meanings of some medical terms, their form and pronunciation. Especially word stress will be focused a lot. The lesson will start with an anectode about the Teacher's last night at hospital and she will ask the Ss some questions about being sick, hospitals, treatments. Then the Ss will be given two texts and a chart to work on the meaning. To clarify the meaning a PPT, which is highly rich in visuals, will be used. It will go on with some extra pronunciation and then SS will practice stress. In the practice part of the lesson Ss will complete some sentences using the words they have just learned. In the production stage


Abc Texts about Aspirin and Anaesthesia
Abc Language Reader 4.1 Vocabulary-medical terms ex.4-5
Abc Chart-filling activity
Abc Medical Term Photos and PPT
Abc Role Play Cards

Main Aims

  • To provide clarification and practice in the context of medicine

Subsidiary Aims

  • To provide students with fluency speaking practice in a conversation in the context of medicine
  • To provide students with practice to find out the probable meaning through a short text or a story.


Lead-in (3-4 minutes) • To set lesson context and engage students

Drag your chair sit in the middle of the hourse shoe. Tell them how they are and you complain about that you don't feel OK because you spent the night at hospital.Tell them about "you had a chest infection and you got injection (by showing). The doctor prescribed antibiotics and you had to look for an open pharmacist at that time. Then what is worse, you forgot to take some cash with you and couldn't still buy the antibiotics". Make sur all of them are listening to you and looking at you. Tell them it is a weird coincidence you are going to talk about medicine although you can't stand seeing injections around any longer. Ask them if they like hospitals and have a short talk.

Exposure (8-9 minutes) • To provide context for the target language through a text or situation

-Tell them they are going to look at a text and see some underlined words. -Ask them to think about their meanings looking at the text. Set 1 minutes. -Then want them to get into pairs to share their predictions and discuss the meanings together with their partner. Set 1 minute again. - Then show them the vocab-box in the chart-filling activity and tell them to look at the box and tick the words from your story (Injection, antibiotic, chest infection, maybe pharmacist). -Elicit the answers. -Then tell them to fill in the chart using the words in the box and the words in the reading texts. Ask some ICQs about the differences in coloumn. Set 3 minutes and give the activity. -Use a different Feedback type. Tell them to get into groups of three or four (can vary according to the number). But there needs to be 3 groups for each coloumn. For example, he first coloumn-first group. Explain them the first group will use "I am" The second group "I need" The third group "I have". For example, The first group starts by saying the sentences-two per student. The class listens and check the answers.

Clarification (15-16 minutes) • To clarify the meaning, form and pronunciation of the target language

Open the PPT. Make them predict by showing each photo and asking what it is and use CCQs or describe the situation. Then show the meaning. Clarify the form and the pronunciation as you move on. Make sure that everyone joins the drilling. Alzheimer’s (noun) : Are people with Alzheimer’s good at remembering things? (no) Who does generally have Alzheimer’s? (old people) Anaesthetist (noun) Do people having surgery feel pain? (No) Does someone make them sleep? (Yes) Antibiotic (noun) When your body has virus or dangerous bacteria, do you recover easily? (No) Does the doctor give you something stronger? (Yes) Arthritis (noun) Show your wrist. Tell it doesn’t work well and it feels pain. Infection (noun) Where is the chest? (They show) When I say chest infection does it mean it is healthy? (No) Is clean? (No) Is there virus or bacteria? (No) Does it help you to feel less pain? (Yes) Can we say it kills pain? (Yes) Where did I go after hospital? (A pharmacy) Who was working there? (A pharmacist) Diabetes (noun)Should people with diabetes eat sugary things? (No) What happens if they do? (They get sick, they die etc.) Heart disease (noun collocation) Show your heart and tell them it has problems. Injection (noun)Show the picture. When do you get it? (Answers vary) Does it hurt? (Yes, a little bit) Midwife (noun) When a woman gives birth, they help. Painkiller (noun)Does it help you to feel less pain? (Yes) Can we say it kills pain? (Yes) Pharmacist (noun) Where did I go after hospital? (A pharmacy) Who was working there? (A pharmacist) Physiotherapy (noun) When you have a serious backache or you get injured while playing football, you need it. Radiologist (noun)You’re coughing and you went to see a doctor. The doctor said he needed to see your lungs. Does he open your chest to see it? Where does he tell you to go to? Surgeon (noun) What is medical operation? (They explain) Give me examples? (doctor treats some parts by cutting etc.) Who does your operation? (You show the picture) Transplant (noun) Can people change faces through medical operations when they are terribly injured in an accident or in a fire? (Yes) Can doctors change the organs with problems? (Yes) Then move to the pronunciation part. Give them a new list on which the words are written in order. Get them to remember where the stress is. Set 2 minutes for this. Then make them check with a partner by saying the words to each other. Set 2 minutes for this again. Then play the audio, go one by one by eliciting correct stress on the board.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Tell them they are going to fill in the gaps with one of the words in the box, Give them 3 minutes. Make them check in pairs and in whole class feedback later.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Get them into pairs at first. Tell them they will be given some role cards. They wil act it out with their partners. They need to use the words on the cards in a meaningful way. Set 4 minutes for them to get ready. You monitor carefully to elicit some errors or they may just need help. Then one pair from situation A one pair from situation B come together and they act it out to each other. Elicit some errors, and make correction shortly on the board.

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