Binnur Yılmaz Binnur Yılmaz

Copy of Teaching Practice 7a
Intermediate B1 level

Description

In this lesson, the students will get a lot of speaking practice through different activities. First, I will spark interest and hand out a reading about a different form of healthcare in the UK. Then the students will speak in pairs about the discussion questions. Next there will be a miming activity where the students will practice their health vocabulary and also learn the correct structure for phrasing ailments (have got a headache vs feel sick). Next there will be another controlled speaking practice through a disappearing dialogue where the students will learn some functional language for the doctor's office. There will be a lot of speaking practice for accuracy here. The last essential activity will be a role play where the students will get prompts for a doctor's office visit. If there is time at the end I will start a discussion on healthcare in different countries. If there is even more time I will start a debate of the pros and cons of free health care.

Materials

Abc Projector Word Document
Abc Role Play Cards
Abc Disappearing Dialogue
Abc Fold up Sickness Index Cards
Clare, antonia, and j. j. wilson. speakout. harlow: longman, 2011. print Handout 2

Main Aims

  • To provide fluency speaking practice in a conversation in the context of going to the doctor's office.

Subsidiary Aims

  • To provide practice of language used for explaining sickness in the context of going to the doctor's office.

Procedure

Warm up/Lead In (3-4 minutes) • To get the students talking and to elicit the subject

Display the picture of the doctor on the board. What's his job? ---elicit the word Doctor------ Do you go to the doctor? How often? If they don't answer tell them about yourself. I go to the doctor once a year. See if there is a difference between guys and girls. Do you like going to the doctor? If they don't answer ---> I do if I'm not sick. I don't if I'm sick. Get them to respond.

While Reading and Post Reading (5-6 minutes) • To further interest the students in the topic and introduce a reading

Display the picture of the street doctors on the board. What do you think these doctors do? -------Handout 1---------- TAKE 2 MINUTES Read the article and then answer the questions below. Discussion questions: 1. Do you think it's a good idea for doctors to visit people on the street or in their workplace? Why/Why not? 2. Would you talk to a doctor on the street? Why/why not? -----Bring them back to your attention---- Ask the class to raise their hands. Who thinks it's a good idea? Who thinks it's a bad idea? Now discuss in pairs your responses (or in two groups if there are not a lot of people)

Speaking Activity 1 - Controlled (8-9 minutes) • To get the students to elicit the vocabulary and speak to each other

-----I will demo the activity----- Bring a desk to the middle. Put all the Fold up Sickness Cards on them. Pick one. Read it and then mime it the class. Elicit whatever vocab word it is. Then once they elicit it say Yes and show it to the class. Then ask do you say: I feel_____? I've got ________? Then write the word on the table. Tell the class to come and pick one and mime it to others in the class. And the put in the table correctly. 6 minutes max to do this. Feedback Stage: If there are any mistakes ask the class. If they don't understand a word either mime it or explain the definition. If they don't pronounce it correctly then block the board and drill the word and the stress afterwards.

Speaking Activity 2 - Controlled (8-10 minutes) • To get the students talking and to introduce the functional language

Disappearing dialogue on the board. Have the students gather around. Drill the whole dialogue with them. First ---> everyone together. Second------> teacher is the doctor. students --> patient Third -----> Separate the group into two and say one is the doctor and one is the patient. Fourth ------> Switch groups. Make sure to signal with snaps and finger motions when each person goes. If they start saying it at different times stop and make them do it over again. Now keep the groups. Take away parts of the dialogue. Switch the groups back and forth as you take away small parts of the dialogue. -------On their own------ Count off each group. 1's together. One person is the doctor one person is the patient etc. Once that is finished get everyone to sit down.

Speaking Activity 3 - Freer practice (6-9 minutes) • To give the students freer practice in speaking

------Role Play------- Demo one role play on the board with Solmaz. Put it up on the projector for the students to see the prompts. -----Handout Role Play Cards ----------- Set up the chairs opposite each other. Now with your partner role play a doctor's office.

Flexi - Stage (8-10 minutes) • Wrap up Discussion and Freer Practice

If there is extra time at the end. Healthcare questions on the board. Demo America. Ask them about Turkey and other home countries. Get them to fill out the board.

Flexi-Stage 2 (5-6 minutes) • Further speaking practice in the form of debate

If there is still time I will include a discussion/debate about: Free healthcare. Pros and cons. Split them into groups and then debate

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