TP4 - Functional Language (a visit to a doctor)
To enable students to understand and practice functional language about a visit to a doctor.
To enable students to develop their speaking skills in a role play about a visit to a doctor.
To enable students to develop their listening skills for gist in a conversation between a doctor and her patients.
Procedure (45 minutes)
• T shows a snippet of a Youtube video where Mr. Bean goes to the hospital to set the context of the lesson. (video up to 1:30) • https://www.youtube.com/watch?v=ye27aIJD6qg • T shows slide 1 with some questions about going to the doctor / hospital and asks Ss to answer them in pairs. (This is also an opportunity to review the language Ss saw in my previous lesson – Present Perfect x Simple Past). • Instructions: Ask and answer these questions in pairs. You have 2 minutes. • T puts Ss in breakout rooms. • After Ss have worked in pairs T conducts OCFB and nominates some Ss to share what they’ve talked about.
• T shows slide 2 and tells Ss they are going to listen to a doctor talking to two patients. They have to listen for the gist and answer 2 questions. • Instructions: Listen to 2 conversations between a doctor and her patients and answer these two questions. • ICQs: How many conversations do we listen to? Two. • T plays audio. • After that, T puts Ss in breakout rooms to check their answers. • Instructions: Check your answers in pairs. You have 2 minutes. • T then conducts OCFB and elicits the answers.
• To work on MFPA Ss work in pairs in a guided-discovery approach. • T shows slide 3, reads the instructions and does the first sentence as an example. • Script: Decide if these sentences are said by the doctor or the patient. Write D for doctor or P for patient. Look at letter a: “Where does it hurt?” Who says this: the doctor or the patient? The doctor. So, write letter D. • Then T shows slide 4 and does number one as an example. • T takes the opportunity to clarify appropriacy. • Script: What do these sentences mean? Underline the correct alternative. Look at letter a: ‘What’s the matter?’ CCQ: Is it the same as ‘What’s the problem? Or What’s up?’ What’s the problem? • CCQs: When we talk to a doctor, do we use formal or informal language? Formal. Do you think the doctor would ask ‘What’s up? No. Why not? Because ‘What’s up?’ is informal. • Who can you ask this question ‘What’s up?’ A friend. • Drill pronunciation. • T sends the google doc link for Ss to work in pairs. • Instructions: In pairs open the Google document and do activities 1 and 2. You have 5 minutes. • After Ss have done the task T provides OCFB and clarifies the form and pronunciation. Drill the sentences to focus on stress.
• To provide controlled practice of the target language T shows a google document and tells Ss they have to work in pairs and put the conversations in the correct order • Instructions: Put the sentences in order to make conversations between a doctor and a patient. Work in pairs. You have 6 minutes. • T elicits number 1 from Ss. • T puts Ss in breakout rooms to do the activity together as a way of providing peer-scaffolding. • T provides OCFB.
• To practice the target language in a freer way Ss work in pairs and role play a conversation between a doctor and a patient. • Instructions: Work in pairs. Imagine that one student is a patient who has a problem and goes to the doctor and the other student is the doctor. As you talk remember to use the language we studied today. Then, swap roles. You have 5 minutes. • ICQs: Do you use formal or informal language, St A? Formal. • T models the conversation with one student. • T monitors Ss performance
• T writes some examples of language produced by Ss on the board. Ss have to say which ones are correct and which ones are wrong and correct the wrong ones. • Ss do the task in pairs in breakout rooms (5 minutes) • Instructions: Which sentences are correct? Which sentences are wrong? Correct the wrong ones. You have 5 minutes. • T conducts OCFB and DEC.