Solihull College CELTA

Lesson Plan

NAME: WEEK 4 LEVEL: LENGTH:

Laura Monday Pre-intermediate 40 mins

AIMS:

• To provide students with an introduction to the language used when visiting the doctors
• To explain main verbs used for describing symptoms of illness
• To give reading and listening practice (receptive skills)

ASSUMPTIONS: MATERIALS:
Learners will have encountered some of this vocabulary • IWB with pre-prepared materials
before, but some will be new to them. There maybe • Bingo cards
some issues with pronunciation. • Sheet with sentences which they
have to match with body display on
IWB
• Sheet depicting pictures which they
have to match with relevant
sentences
• Audio – MP3 file on CD

TOPIC AREA:

Doctors’ appointments

ANTICIPATED PROBLEMS AND SOLUTIONS (non linguistic)

.
• Learners maybe reluctant to elicit responses in front of whole class – encourage the students
who don’t normally contribute responses to do so
• Learners are mixed ability – some may be familiar with this vocabulary – some won’t. Try and
stretch the more able where possible and support the Ss who struggle more. This can be done
through peer monitoring.

PERSONAL AIMS FOR THE LESSON:

• To ensure lesson is less T-Ss focused and more Ss-T and Ss-Ss led
• To incorporate some activities I haven’t tried before
• To improve the pace of the listening – not spending more than 10 mins on one exercise
• As much pair an individual work as possible.

TRAINER'S OVERALL COMMENT:

For this stage of the course: Below standard/Up to standard/Above standard

LANGUAGE ANALYSIS

What is the target language?

Vocabulary connected to visiting the doctor’s surgery.

What is the meaning of the language?/What How will you help to clarify these?
problems with meaning do you anticipate
students may have? 1. Explain sentences on the board and provide
explanations for:
1. Reason for using a specific verb in sentences • Feel – to be in a particular state when you
such as: are ill (I feel quite happy now, I feel ill).
• I have a/an (headache / backache)
• Keep – to do something many times (to
• I feel (dizzy, better, sick) keep sneezing, vomiting or coughing)
• I keep (sneezing, coughing)
Ask one learner to elicit an appropriate sentence
using each verb.
2. Vocabulary such as high temperature, 2. Concept questions:
vomit(ing), dizzy, prescription, surgery and
examine(d) • (surgery) - does a doctor work in a bank?
Where do you do to visit the doctor?
• (prescription) – when a doctor tells you
to take some medicine, what does he give
you? When you go to a chemist for some
special medicine, what do you normally
need?
• (high temperature) – Do you a high
temperature when you have a fever?
What do you use this [point to
thermometer in picture] to test for? Is 40
degrees C a high temperature?
• (vomit) – Would you vomit if you were
well? Would bad food make you vomit?
• (dizzy) – If things around you are spinning
and you felt like you were going to fall,
would you feel dizzy?
• (examine) – What would a doctor do
before he gave you medicine? What does
a doctor do when he checks your body for
illnesses?

Pictures in the first and second exercises.

What is the form?/ What problems with form do How will you help to clarify these?
you anticipate students may have?

• I have a/an (headache, backache, • Use I have because headache, backache

 earache) and earache are nouns. So you own these
symptoms.
• I feel (dizzy, better, sick) • Use I feel with adjectives – dizzy, better
and sick describe the way you feel.
• I keep (sneezing, coughing, vomiting) • Use I keep with sneezing, coughing and
vomiting because it happened many
times. Sneezing, coughing and vomiting
are verbs.

What problems with pronunciation do you How will you help to clarify these?
anticipate students may have?

• Cough - kɒf • Cough - Ou sounds like o and the gh

sounds like ph (silent g)
• Dizzy - ˈdɪz.i • Dizzy – the zz doesn’t like an s or a j
• Ache - eɪk • Ache – sounds like aik. The ch doesn’t
make its usual sounds – harder sound.
• Medicine - ˈmed.ɪ .sən • Medicine – silent c

• Chemist - ˈkem.ɪst • Chemist – The h is silent – ch doesn’t

make its usual sound
• Examine - ɪgˈzæm.ɪn • Examine – x has more of a g and z
sound. So egzamine.
 STAGE AND AIMS FOCUS TIME PROCEDURE
Lead in - Activate schemata by S-T 5 mins Display a cartoon of a doctor in his surgery on the IWB. “What can you tell me about
brainstorming what they know about this picture?” “Do you think of any other words when you see this picture?” Choral
a visit to the doctor’s already. drilling of words that Ss find difficult to pronounce – surgery, medicine, cough etc.

Test stage and focus on language S-S 10 mins Display a picture on the IWB of a sick man with numbers pointing to his symptoms.
and form - Test Ss knowledge on Give students the handout and ask them to put the corresponding number next to
vocabulary and simple sentences each description of symptom.
connected with illness.
Go through answers on board.

Explain use of the three main verbs S-T Underline the three different verb uses on the board. Explain that you use ‘have’ with
used to describe illness: to have, to a noun, because you own a symptom like a headache or earache. You use ‘feel’ with
feel and to keep. adjectives such as sick or dizzy and ‘keep’ with a verb such as sneezing or coughing
to describe a symptom that keeps happening.
Controlled practice - To practice S-S 10 -15 Start by asking students to put the pictures in the story board in order – working in
use of simple sentences to describe mins pairs.
what normally happens when you
feel ill. To confirm understanding by Then ask students to match the pictures with the sentences.
asking students to match pictures
with sentences. Elicit answers on board – maybe asking students to come up individually and, using
IWB, move the sentences next to the corresponding pictures.

Discuss whether order on board is correct.

Controlled listening practice - To Ss 10 mins Provide an introduction to what the students are about to hear.
practice students listening skills by S-S
testing their ability to pick out key Display the questions on the board and tell them they have to listen out for answers.
information related to someone’s Elicit understanding of the word ‘better’. “Does better mean you are still ill? What is
account of illness and their trip to the the opposite of better?”.
doctor’s.
Play the tape for the first time. Ask students to discuss questions in pairs.

Play the tape for a second time if necessary.

Controlled listening and reading Ss 10 mins Play a game of bingo. Students are presented with a bingo grid containing six words
practice - Recap on all vocabulary already covered in the lesson. T will read out clues to words connected will illness
learnt in the lesson and provide and Ss have to find the answer on their bingo grid. First S to find the six words on
another opportunity for students to their grid is the winner.
practice their listening skills.