Vivian Vivian

Doctor visit
CLB 2 level


In this lesson, students learn vocabulary to describe symptoms when they visit the doctor. To set the context and present the necessary functional language, they listen to a dialogue between a doctor and a patient. They practice this language through controlled exercises and then move on to freer practice in which students role play their own dialogue between a doctor and a patient.


Abc Doctor - Patient dialogue
Abc Picture of doctor's office waiting room
Abc Pictures of various symptoms

Main Aims

  • To introduce and practice functional language for a visit to the doctor.

Subsidiary Aims

  • To practice listening skills by listening to a dialogue.
  • To practice speaking skills by role playing a dialogue in pairs.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- Teacher shows a picture of a doctor's waiting room filled with patients with various ailments. - Teacher invites students to describe what they see and may ask questions to elicit responses. (Where is this picture? What's the matter with this person? And this person? etc) - Teacher could also ask students questions about their personal experiences. (Have you been to the doctor recently? Why did you go to the doctor? Did you have to wait a long time or a short time?)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

- Teacher reads a dialogue between a doctor and a patient. (May hold up pictures of doctor and patient to ensure meaning is clear.) - CCQs to check comprehension. (Who is talking? Did the patient have a backache? A headache? etc) - Perhaps read the dialogue again.

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

- Introduce vocabulary words (headache, stomachache, sore throat, broken arm) using MPFA - Meaning: teacher shows pictures of vocabulary words, giving the appropriate word and using CCQs to ensure students understand - Pronunciation: teacher demonstrates pronunciation, points out which syllable is stressed, notes that some words, like headache, are comprised of two smaller words together - Drills each vocabulary item chorally and individually. Uses individual word and also phrase "I have a _______." - Form: note that the words headache, stomachache, arm and throat are nouns (objects) and the words broken and sore are adjectives describing the arm and throat (could use whiteboard to write the words at this point, circling the noun and underlining the adjective) - Appropriacy: these vocabulary words are suitable to use for both formal and informal settings ("i have a headache" works with doctor and with friends)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- Use TPR game to reinforce the meaning of words. - First teacher says a word with corresponding action and students copy her. - Then teacher says words without actions and students must show appropriate action. - Next students take turns giving directions. - Then teacher turns it into tricky game by saying word and pointing to wrong body part. Students must catch mistake and correct it.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

- Students engage in a mingling exercise to practice language. - Each student is given a picture of a symptom. Students get up and walk around the room, mingling with other students. Students take turns asking one another "What's the matter?" and answer according to their picture ("I have a _________.") Then they switch pictures and continue with a different person. - If students want to extend the dialogue, they could add "I'm sorry" and "thanks"

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- Students pair up to do a role-play. One person is the doctor and one is the patient. - Encourage students to come up with further questions and dialogue beyond "What's the matter?" Possibly brainstorm other ideas together. (How long have you felt this way? What happened? Where does it hurt? Take this medication. Rest. etc) - Students come up with a dialogue together and then switch roles and do it again. - Class regroups and student pairs take turns reporting what the problem was with their patient.

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