Silvia Rojas Silvia Rojas

TP6
Pre Intermediate level

Description

In this Functional Language lesson, SS will learn and practice ways to describe symptoms, ask for clarification and ask to know what the problem is. This is an important lesson because it presents SS with the opportunity to drill a common real-life situation.

Materials

Main Aims

  • To provide clarification and practice of language used for describing symptoms, asking for clarification and asking to know what the problem is in the context of a doctor-patient appointment

Subsidiary Aims

  • To provide fluency speaking practice in a dialogue in the context of doctor's appointment
  • To provide gist reading practice using a text about the conversation between a patient and a doctor in the context of a medical appointment

Procedure

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

T will instruct the SS: Hello! How are you? Ok, we'll start working in small groups in BreakOut rooms. T shares screen (Slide 2) and explains: You'll have 2 minutes to speak with your classmates about these questions: When was the last time you were ill? Did you go to the doctor? T stops sharing screen. T asks and nominates 1 SS to answer: Are we working individually or in groups? (in groups) Do we have 2 or 20 minutes? (2 minutes) T creates BreakOut rooms, sets timer in 2 minutes. T monitors the rooms. T nominates 1 SS to share what was discussed in his/her BreakOut room.

Exposure (3-3 minutes) • To provide context for the target language through a text or situation

T shares screen (slide 3) T explains: "Now, I want you to quickly browse this text to get a general idea about it, focus on: Where is this person? Is he/she ok? You’ll have only 90 seconds. T checks understanding: Are we working individually or in groups? (Individually) Do we have 90 seconds or 90 minutes? (90 seconds) T shares link in the chatbox and check that everybody can open it. T instructs: Now, please share your answers via private chat. You'll only have 30 seconds. T tells the SS who is their partner. T nominates 1 SS to answer Q1. T nominates 1 SS to answer Q2.

Highlighting (6 minutes) • To draw students' attention to the target language

T shares screen. T instructs: "Now, here we have 4 phrases from the text. But they are not in order. Can you find them and identify who says them? After, please classify them depending if they’re used to Ask what the problem is or 2) Describe symptoms/conditions”. T specifies: You'll have 2 minutes to answer individually. T asks: So are we working individually or in groups? (individually) How much time do you have? (2 minutes) T asks the SS to compare their answers in BreakOut rooms: "Now, you'll have 2 minute to check your answers with your classmates in BreakOut rooms" T creates BreakOut rooms. T monitors the rooms. T nominates SS to answer A, B and C.

Clarification (12-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T will ask: Who says these phrases? T reads the phrases and nominates 1 SS to answer Phrases 1 and 2, and another SS to answer Phrases 3 and 4. T continues: Now, let's imagine that the doctor asks: How are you? (T covers the rest of the question). Is it a correct and complete phrase? T waits for SS to answer (Yes). If not, nominates 1 SS and rephrases the question. T says: So, if it's a complete and correct phrase, could we say this part of the phrase is fixed? T waits and/or nominates a SS to answer (Yes). T asks: Then why do you think the doctor would add "feeling today" at the end of the question? Is it to be more specific or less specific? (uncovers the rest of the phrase) T waits for SS to answer and/or nominate a SS. (more specific) T continues with CCQ: And the verb "feeling", how does it end? T waits for SS to answer and/or nominate a SS. (ing). T asks: So, if I have the verb "do", How are you do___ today? How would it be? T lets SS answer (doing). T models: How are you feeling today? Can you identify where are the stresses? (How/fee) T nominates 2 SS to drill the phrase. T continues: "What's the matter?" Is this a complete and correct question? (Yes) Do we need to change anything then or is it a fixed phrase? (Fixed) T drills the question and asks SS where the stress is. T nominate 2 SS to repeat the phrase. T continues: "I have a headache". Ok, so what if I don't have a headache but a stomach ache? How would I say it? (I have a stomach ache). So, what's the only word that changes in the phrase? (headache) Who has the headache? (I) And what's I? The object, the verb, the subject (the subject). And what's "have", the object, subject, verb? (Verb) And what is the object? What do I have? (a headache) T drills the phrase and asks SS where the stress is. T nominate 2 SS to repeat the phrase. T continues: "I'm allergic to penicillin" Ok, so what if I am allergic to something else like ibuprofen. How would I say it? (I am allergic to ibuprofen). So, what's the only word that changes in the phrase? (penicillin). T drills the phrase and asks SS where the stress is. T nominate 2 SS to repeat the phrase.

Controlled Practice (8-8 minutes) • To concept check and prepare students for more meaningful practice

T instructs the SS: "Now, we're going to practice." T shares screen and explains: "These are phrases of a conversation between a patient and a doctor. You'll have to arrange the conversation in the correct order For this, you'll have 3 minutes to solve it individually" For example, the conversation starts with the Doctor saying Good morning! How are you feeling today?. How could the patient answer with the options below? T nominates a SS (very unwell) T explains: Ok, so now you'll have to do the same to complete the whole dialogue. T instructs: Now, you'll have 3 more minutes to compare your answers with your classmates in BreakOut Rooms. T creates BreakOut rooms and monitors. T guides the open class feedback by nominating 2 SS to read the finished conversation.

Free Practice (8-8 minutes) • To provide students with free practice of the target language

T instructs: Ok, now, for our final task, you will work in pairs. One of you will be the patient and the other the doctor. Ask what the problem is, describe symptoms, and ask for clarification. You'll have 5 minutes. T checks: Ok, so are we working individually or in pairs? (in paris) For how long? (5 minutes) T creates BreakOut rooms and monitors. T makes notes for the delayed error correction. T asks 1 SS of each BreakOut room to share what happened in his/her BreakOut room. T opens WB and shares any phrases that need to be corrected and in open class invites the students to come up with the answers.

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