mohammad mohammad

lexis
A2 level

Materials

Abc handout #1
Abc Photo #2
Abc Video
Abc Photo #1

Main Aims

  • To provide clarification and practice of common health problems in the context of get well soon.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of talking about health.

Procedure

Lead-in (2-4 minutes) • To set lesson context and engage students

- I'll pretend that I'm sick and I'll enter the class. - I'll ask students: "how are you today?" after their answers, I am going to say that I'm not good at all because I am sick and I've got a cold.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

- I'll set up the context through a video file: - I'll show them a photo from the video and introduce characters to students. I'll tell them that watch it and answer this question: (I'll write it on the board) * Are they (Simon and Emily) going to the meeting? (No) - I'll play it. - I'll get feedback. - I'll play it again. (If necessary)

Highlighting (2-4 minutes) • To draw students' attention to the target language

- I'll ask this question: ( I'll write it on the board ) * What's wrong with Simon and Emily? He's got stomach ache. She's got a headache and a sore throat. - They have time to talk about it in their pairs. - I'll play the video again. (If necessary). - I'll get the feedback.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- I use their answer to teach "a stomachache" - I'll show the photo. - CCQ: when you have a stomach ache, do you have pain in your arm? No - I repeat the word, drill it and write it on the board: he's got a stomach ache. ( IPA+stress+syllables+part of speech) - I use their answers to teach "a headache" - I'll show the photo. - I repeat the word, drill it and write it on the board: he's got a headache. ( IPA+stress+syllables+part of speech) - I use their answers to teach "a sore throat" - I'll show the photo. -CCQ: when you have a sore throat, do you have pain in your leg? No - I repeat the word, drill it and write it on the board: he's got a headache. ( IPA+stress+syllables+part of speech) - I'll show the 4th photo and try to elicit the word "a backache" - I repeat the word, drill it and write it on the board: he's got a headache. ( IPA+stress+syllables+part of speech) - I'll show the 5th photo and try to elicit the word "a toothache" - I repeat the word, drill it and write it on the board: he's got a headache. ( IPA+stress+syllables+part of speech) -I'll ask them: where do you go if you have a toothache? (dentist) and try to elicit the word. - I repeat the word, drill it and write it on the board: he's got a headache. ( IPA+stress+syllables+part of speech)

Controlled Practice (4-7 minutes) • To concept check and prepare students for more meaningful practice

- I'll give them the instruction: - I'm going to give you a sheet, match the photo with its correct word and write a sentence with that word. - I'll do the first one as a model. "I've got a headache." -They have 2 minutes to do the task. - They have time to check their answers in their pairs and say their sentences. - feedback

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

-I'll say that I have a headache (mime), and tell them, what should I do? and ask for their advice: e.g. you should go to bed. - Then I'll give the instruction: - There are 5 pieces of advice. you should use your sentences ( in previous practice ) and tell them to your partner, your partner should use these pieces of advice to help you. - feedback

Free Practice (6-10 minutes) • To provide students with free practice of the target language

-I'll give them the instruction: - one of you is a doctor and the other one is sick. go to the doctor and ask for a help. - they have 5 minutes to do the task. - delayed error correction. ( if necessary)

Web site designed by: Nikue