Seda Turgut Seda Turgut

Teaching Practice 5
Pre-Intermediate level


In this lesson, students will practice the fuctional language in the context of "at the doctor's". They are shown a context that includes a dialogue between a patient and a doctor. Then students are going to put sentences in the correct order according to the dialogue, matching symptoms with their definitions, pronunciation of the sentences, role play and game.


Abc Flashcards
Abc Ordering jumbled sentences of the dialogue.
Abc cardboards
Abc role play cards

Main Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of at the doctor's.

Subsidiary Aims

  • To provide review of functional language used for giving advice in the context of illnesses, symptoms.


Warmer (3-5 minutes) • To activate schemata and engage students

The teacher activates students' schemata using story building. The teacher shows and asks: "Who are they? Where are they? What are they talking? What's wrong with her?" In pairs, Sts builds the story and T elicits answers.

Lead in (3-5 minutes) • To set lesson context for the target language through a building story

T asks: " What might be the conversation between the patient and the doctor?" T asks: " One of you will be the doctor, one of you will be the patient.Discuss in pairs" The teacher indicates visuals (ilnesses, symptoms) and Sts are expected to say: " She has a headache and the doctor says: " I think you should....". T elicits answers and they discuss together as a WC.

Highlighting the target language • To review and practice the functional language in the context of "ilness, symptom and giving advice"

T says one by one: " Apple, banana, orange and grape." Sts will sit according to their fruit names. They are given jumbled dialogue and Sts are expected to put the sentences in the correct order with their partners. Then T gives answer keys. They check together.

Pronunciation Practice (3-5 minutes) • To provide Sts with an accurate intonation and pronunciation of the functional language.

T writes some sentences from the dialogue on the WB. T asks: " How do you read it"? T models the pronunciation of the sentences. The teacher drills them.

Game- To provide controlled practice of the fuctional language (5-10 minutes) • To practice the functional language in an enjoyable way

T divides the board and writes pink and blue at the top of the WB.T again selects the Sts saying pink, blue, pink, blue. The teacher asks: "You are patient and I am a doctor. I will give you the expressions of the patience on mini cardboards." Pinks and Blues are going to put the expressions as quickly as possible on the WB after the T reads the doctor's statement. For ex: T is going to say: " What's the matter? " and each group is going to select the answer from their cardboards and put it on the board. ( eg: I feel awful) The group who finishes quickly will get ticks from the teacher after every statement. At the end, the group with more ticks will be the winner.

Role Play activity (10-15 minutes) • To get Sts to practice speaking

T gives role play cards. T chests and instructs: "Some of you will be doctors and you will sit on chairs. The other Sts will be patience and they will walk around the class. One by one, they ask for advice about their symptoms or illnesses.Then they swap roles " T reminds them: " Your goal is to decide on the best advice you hear" . T monitors the conversation and elicits examples as a feedback.

Error Correction on the WB (0-5 minutes) • To give feedback

T writes some sentences that are produced wrongly. T asks: " What's the problem? What do you think?" T elicits answers and they correct them together.

If Time Activity (0-0 minutes) • To provide Sts with further practices

T gives them HO, Sts are expected to match the words with the pictures. In pairs, they check. Then, they are going to write advice related to ilnesses and symptoms. They discuss in pairs. T monitors them to check their accuracy.

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