1. Topic-
Common Health Problems
 
2. Content-
Students will describe common health problems and talk about symptoms. While they talk, they will use "have/has" or "feel". They will give advice to someone sick using "should/shouldn't".
KEY VOCABULARY: a backache, an earache, a headache, a stomachache, a toothache, a cold, a cough, a fever, the flue, a sore throat
GRAMMAR: have/has, to feel, should/shouldn't
 
3. Goals: Aims/Outcomes-
1.to teach them how to identify illness according to the pictures.
2. to teach how to talk about the symptoms of an illness.
3. to teach how to say how they feel or what illness they have got.
4. to teach how to ask for and give advice.
 
4. Objectives-
Students:
1. will identify health problems in a given case.
2. will talk about their symptoms in a given case.
3. will listen to a dialogue between a doctor and a patient and identify how the patient feels and what illness s/he has got.
4.will ask for some advice from a doctor and someone else.
5. will give advice to someone sick.
 
5. Materials and Aids-
Flashcards, worksheets, tapes
 
6. Procedures/Methods-

A. Introduction-

1.I will check their prior knowledge about body parts using Flashcards or pointing at body parts.
2.I will ask the question "how are you?", get the answers "I'm fine", "I'm tired", "I'm sad" etc., then I will ask "how do you feel today?" and say "I FEEL happy" and encourage them to answer the question using "I feel..." structure.
3.I will show them a picture of a sick man and ask "How does he feel?", get the answer "He feels bad, terrible etc."
 

B. Development-

1. ACTIVITY A: I will show them other pictures related to illnesses meanwhile I pronounce the words. They will repeat the words.
2. I will ask how we can understand whether a person is sick and teach them the word "symptom".
3. ACTIVITY B: I will show them how to make a concept map on the board (Illness/Symptoms)by asking some questions like "How do you understand a person has a cold?" and write the symptoms.
4. ACTIVITY C: Students will listen to a tape in which a woman talks about how she feels and the symptoms of her illness. (I will advise them to take notes). They will listen to it twice.
5. ACTIVITY D: On the same tape I will emphasize the use of should/shouldn't.
 

C. Practice-

1.ACTIVITY A: Students will complete a worksheet in which they identify illnesses according to the pictures.
2.ACTIVITY B: Students brainstorm about the symptoms of illnesses.
3.ACTIVITY C: They will answer the questions about the tape they have listened.
4.ACTIVITY D: They will do a worksheet on which they give suggestions to sick people using should/shouldn't.
 

D. Independent Practice-

1.ACTIVITY B: Students will make the concept map on their own.
2.ACTIVITY C and D: Students will make pairs and write a similar dialogue between a doctor and patient.
 

E. Accommodations (Differentiated Instruction)-

To the ones who finish the activities earlier than others I will give a puzzle.
 

F. Checking for understanding-

1.I will show Flashcards and tell the students to identify the illnesses and symptoms. Students will also use “S/he has got� structure.
2.Students will act out a dialogue between a patient and a doctor using should/ shouldn't.
 

G. Closure-

1.I will wrap up what they have learned for each day.
2.I will give extra worksheet as homework.
 
7. Evaluation-
At the end of the unit, I will give them a quiz with which I will test their vocabulary knowledge, grammar knowledge, reading, listening and writing skills.
 
8. Teacher Reflection-
1.During the classes and after the quiz, I will evaluate students' performance. If the majority has some problems at the main points, I will add more activities related to vocabulary and grammar to the plan.
2.If the class have some problems in reading, writing, listening or speaking skills, I will add more exercises both to the plan and to the plans of the next units.
 

This Lesson Plan is available at (www.teacherjet.com)