Alyssa Jennie Raymond Alyssa Jennie Raymond

I've Got a Fever
Pre-Intermediate level

Description

In this lesson, Ss will learn about vocabulary related to health through a guided discovery task based on a listening text about going to the doctor's office. The lesson starts with a short discussion of a picture of the upcoming listening (video) text where students must predict what they think is the problem with the man based on the picture, then answer a few questions about the listening text before drawing Ss' attention to the TL. This is followed by a clarification of the TL through a guided discovery task worksheet for meaning and form and an open-class clarification of pronunciation. This is followed by a controlled practice in pairs and a freer practice in pairs. Finally, there is a short, delayed language feedback stage.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of health vocabulary in the context of going to the doctor's office

Subsidiary Aims

  • To provide fluency speaking practice in a casual conversation about symptoms in the context of going to the doctor's office
  • To provide specific information listening practice using a text about health vocabulary in the context of going to the doctor's office

Procedure

Lead-in (3 minutes) • To set lesson context and engage students in the topic of the text

-show slide 1 and picture -ask Ss “What do you think is wrong with the man? Why is he at the doctor’s office” ”Discuss this in BORs for about 1 minute” TAKE A SCREENSHOT -send Ss to BORs in pairs for 1 min -monitor Ss answers in BORs -send Ss back to main room and nominate 1-2 Ss for feedback of predictions

Exposure/ Highlighting (3 minutes) • To provide context for the target language through a listening text/ listening for specific information/ to highlight the target language so that learners are focused on it

-show slide 2 -tell Ss “Now we are going to watch the short video. Please check if your predictions are correct and answer the questions on the board” -play the video once (40 seconds) -tell Ss “Now check your answers in BORs with your partner. You have 1 minute” -send Ss to BORs for 1 min in pairs -monitor their answers for any difficulties -nominate Ss and ask for each of the answers and show answers on the board -ask Ss “Were your predictions correct?” -highlight “He’s got a sore throat” and “He’s got a fever” and tell Ss “We are going to look at more sentences like this”

Clarification (14 minutes) • To clarify the meaning, pronunciation and form of the target language

-open GDT word doc and share screen -go over instructions for GDT activities 1 and 2 ONLY and give the first example for each in open class -share GDT word doc in chat box (doc AND screenshots) -tell Ss: “Now you will complete activities 1 and 2 in pairs. You will have about 4 minutes” -ICQs: What activities are you completing on the worksheet? (activities 1 and 2) What do you need to match in activity 1? (the sentence to the correct picture) What are you putting into categories for activity 2? From where? (the sentences from activity 1) -send Ss to BORs in pairs for 4 minutes -monitor Ss for difficulties and wrong answers to use in feedback -send Ss back to main room and show answer key for activity 1 on slide 3 -go over any problematic questions seen in monitoring -show answer for activity 2 on slide 4 -go over any problematic questions seen in monitoring -show slide 5 -elicit word stress, pronunciation, weak forms, and connected speech of each word based on the slide -ask Ss to repeat words chorally and nominate Ss individually -ask Ss to repeat sentences chorally -open GDT word doc and share screen -go over instructions for GDT activity 3 ONLY and give the first example for each in open class -tell Ss: “Now you will complete activity 3 in pairs. You will have about 3 minutes” -ICQs: What activity are you completing on the worksheet? (activity 3) Where are you getting the words and verbs to complete activity 3? (activity 1 and 2) Do you have to complete the bonus question? (no, it’s optional) -send Ss to BORs in pairs for 3 minutes -monitor Ss for difficulties and wrong answers to use in feedback -send Ss back to main room and show answer key for activity 3 on slide 6 -go over any problematic questions seen in monitoring

Controlled Practice (10 minutes) • To provide controlled written practice focused on using the language accurately

-show slide 7 (number 6-10 FLEXI if needed) -go over instructions for GDT activity 4 and give the first example for each in open class -tell Ss: “Now you will complete activity 4 in pairs. You will have about 5 minutes” -ICQs: What activity are you completing on the worksheet? (activity 4) You are completing the sentences with what words? (words in the box) Do you need to change the words in any way? (no, they stay the same) -send Ss to BORs in pairs for 5-6 minutes -monitor Ss for difficulties and wrong answers to use in feedback -send Ss back to main room and show answer key -go over any problematic questions seen in monitoring

Free Practice (10 minutes) • To provide freer oral practice and use the language productively

-show slide 8 -tell Ss: “Now you are going to discuss what you usually do when you have the symptoms in the box. In pairs, choose 3 symptoms to talk about.” “For example…” “You will have about 5 minutes” TAKE A SCREENSHOT -ICQs: How many symptoms do you need to talk about? (3) Are you talking about how the symptoms make you feel or what you do when you have these symptoms? (what you do) -send Ss to BORs in pairs for 5-6 minutes -monitor Ss for content feedback and language errors for language feedback -send Ss back to main room -ask Ss: “Did anyone agree with their partner? Do you do the same things as your partner?” Nominate Ss if needed (content feedback)

Delayed Language Feedback (5 minutes) • To provide language feedback based on the task (Free Practice)

(have put mistakes AND correct sentences from Free Practice in the Mistakes? column before bringing students back to the main room) -show slide 9 -tell Ss: In pairs, decide which are mistakes and correct them. -put Ss in BORs in pairs -monitor students in BORs with mic and camera off -bring Ss back to the main room after 1 minute -ask Ss: Which sentences are INCORRECT? Why? What should it be? -write corrections in the corrections column as students explain them

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