Visit to the doctor
To enable students to produce functional language in the context of visiting the doctor by using the language (e.g. I've got a headache, I'll give you some pills) in a controlled and freer practice.
To enable students to identify specific information by listening practice using a text about visiting the doctor
Procedure (38-45 minutes)
I will present to students the following questions to set the context of the lesson: When / Why do you go to the doctor? What problem did you have the last time you went to the doctor? Students will share their answers in pairs in break out rooms. After this, I will conduct open class feedback by nominating some students to share with the class.
Students will listen to an audio to get detailed information to the following questions: Students listen to detect the following information. (Intensive listening) What problem does each patient have? How long have the patients had the problem? Why do the patients have those problems? What does the doctor suggest? The audio may be played a second time if students need it and if time allows it. Students will share quickly their answers in pairs. (2 min) I will conduct open class feedback on the task to know what answers the students got.
The aspects of meaning, appropriacy, form and pronunciation of the functional language for a visit to the doctor will be addressed. The target items will be presented. The meaning will be elicited by CCQs to confirm that students have understood. Besides, the appropriacy of the language in this context will be checked. The functional language will be adressed with one important CCQ: Do we say these phrases at the supermarket or at the doctor's office? The form will be presented as a constant and as a variable, as a fixed chunk or phrase that is used commonly in this context, e.g. constant: I’ve got a _____; and the variable: a headache, a stomach ache, a temperature, etc. Constant: I’ll give you some _______; and variable: pills, painkillers, medicine, etc. Also, the importance of contractions ‘I’ve’, ‘I’ll’. The pronunciation will address elements such as weak form sounds, linking, elision, stress sentence and intonation. Some of these will be elicited from students, and others will be model and drill chorally and individually when necessary.
Students will practice the functional language in a controlled way by filling the blanks with the proper form of the language. I will send them the link to access to document in Google forms. They will complete it individually. Once they finish, they will share their answers in pairs in breakout rooms. After this, they will come to the main room and I will conduct open feedback and I will share the answers for students to confirm what they got.
Students will make a role play in pairs. One of them will be the doctor and the other one will be the patient. The activity will allow the students to use the language in a similar way that may happen in real situation. I will give an example to the students about a conversation between a patient and a doctor. Doctor: What’s the matter? Patient: I don’t feel well. I’ve got a backache. Doctor: How long have you had this problem? Patient: Three days now. Doctor: Have you been under pressure recently? Patient: Yes, I have. Doctor: Ok. You should rest more. I’ll give you some ointment for your problem. Patient: Thank you, doctor. Doctor: You’re welcome. Students will be given 5 minutes to prepare their role play and then they will present to the class. I will monitor while they prepare their role play and I will take some notes about their language while they perform it.
I will conduct delayed error correction based on the oral participation of the students. I will select items of language that need to be improved by the students regarding lexis, grammar and pronunciation. I will elicit so they will be the ones who detect the error and correct themselves. The same way, I will present some good items of language that students produced so they can be aware of their progress too (Google slides).