CELTA Lesson PlanName: Michael RaikhlinDate: 05.03.2013

Week: 7 Day: Tuesday Time: 1pm TP No.: 7 Level: Upper Intermediate Length of lesson: 30 min No. of hours taught (inc. this lesson): 4

Lesson type: Speaking & Vocabulary practice
Lesson aims:
  • Main:
to present and practise items of new vocabulary and collocations on the topic of ‘Health and Medicine’
  • Subsidiary :
to improve classroom dynamics by emphasising the value of group work / Board Plan: Please use this space to show how you are going to use your board. Please also attach all smartboard slides.
Personal aims: (refer to previous feedback on your lesson)
To think about how to stage a lesson in detail
Clear instructions
Use ICQs
Pre-teach vocabulary
Reduce TTT, increase STT
Anticipated Learner Difficulties: (Think about difficulties with main lesson aims)
  1. Students may lack the vocabulary to express opinions on the topic.
  1. Students may encounter problems pronouncing some specific medical terms; (however, most notably ‘health’ itself), which may then make it harder for others to understand them later.
  1. Different levels within the group
  1. Students may fail to understand each other in the last speaking exercise and, lacking vocabulary,instead simply read randomly any ‘illness’ from the box.
/ Solutions: (Match a solution to each difficulty)
Pre-teaching vocabulary and collocations.
Drill clear, accurate pronunciation chorally and individually.
Peer support – pair less able students with more able ones, directed questions
ICQs to check this. Draw students’ attention to the importance of the visual link between a word and the corresponding image.
Assumed Learner Knowledge:
Students are expected to be confident with the general idea of the subject.
They shouldalready know commonly usedmedicine related vocabulary. / Materials/Aids to be used (credit your source fully here and on any handouts)
Outcomes, Upper Intermediate, 2012, Cengage Learning EMEA, Hugh Dellar & Andrew Walkley
Form of Target Language - Vocabulary or Structure (part of speech, name of tense, analysis of form of an example sentence) / Meaning/function (in the context that you are teaching it) / Concept Check Questions with answers / Pronunciation – phonemic script transcription, word or sentence stress, weak forms, intonation. (Highlight any potential problems)
Eczema, noun, uncountable / a medical condition which makes areas of skin become red and dry / If I had eczema on my hand, what colour would my skin be? (Red) Is eczema something that requires medical treatment? (Yes) / /ˈeksmə/
Stress on the first syllable
Itchy, adjective / If a part of your body is itchy, it feels uncomfortable and you want to rub it with your nails / I’m uncomfortable in my new sweater, it makes me want to scratch myself, is it itchy? (Yes) Is constant itching a pleasant feeling? (No) / /ˈɪtʃi/
Stress on the first syllable
Swell up, phrasal verb
(swelled, swollen or swelled) / to become larger and rounder than usual; to increase in size / If a tropical spider bites my arm and it gets bigger, can I say it swelled up? (Yes) Can you tell me another thing that might make my arm swell up? (If it got broken) / /swel/ , /’swəulən/ the past participle could be tricky to pronounce and should be drilled
Dizzy, adjective / feeling like everything is turning round, so that you feel ill or as if you might fall / When you get off a ride in the fair and you feel like the world is still moving around you, are you dizzy? (Yes) What other things make you dizzy? (Being hit on the head, being very drunk, etc.) / /ˈdɪzi/
Insomnia, noun uncountable / when you find it difficult to sleep / If you cannot sleep for one night because you have an exam the next morning, can you say you have insomnia? (No) If nothing troubles you, but you cannot get any sleep for a few nights in a row, is it a sign of insomnia? (Yes) / /ɪnˈsɒmniə/
Stitch(es), noun countable, here is used in plural form / one of the small pieces of thread that is used to sew together a cut / If your friend’s cat scratched you gently while you played with her, would you need stitches? (No) If after an operation you can see 5 white lines crossing a cut, are they marks from stitches? (Yes) / /stɪtʃ/
Crutch(es), noun countable, usually plural / a stick that you put under your arm to help you walk if you have injured your leg or foot / If a wounded soldier has lost his leg, would he need crutches? (Yes) Do you need crutches when you hurt your arm? (No) / /krʌtʃ/
Inhaler, noun countable / a small device you use to breathe in particular medicines / A device to store medication in a spray-form is called ‘an inhaler’. True or false? (True) Do you put an inhaler to your mouth or to your ear? (Your mouth) / /ɪnˈheɪ.lər/
Stress on the second syllable
Rash, noun countable / a group of small, red spots on the skin / If I had a rash all over my face would I want to go out to a party and meet new people? (No) If you get a rash is it a good idea to think about what food you eat? (Yes) / /ræʃ/
Diarrhoea, noun uncountable / an illness in which your solid waste is more liquid than usual, and comes out of your body more often / If you have diarrhoea, where would you spend most of your day? (On the toilet) Is fresh sea food kept in a warm place for 3 days a likely cause of diarrhoea? (Yes) / /ˌdaɪəˈrɪə/ the spelling is radically different from pronunciation so accurate pronunciation must be drilled a few times, ideally before the word is written on the board so students learn the sound first.
Rough, adjective, when used in this context (as ill) can never be put before a noun. / Ill/ not feeling very well / If I feel rough, should I go to work? (No). If I feel rough, should I stay in bed until I feel better? (Yes) / /rʌf/
Stage/
Time /

Purpose

/

Procedure

/

Inter-

action

Warm-up activity 5-7min
Speaking practice (5-7 min may be N/A)
Pre-teaching vocabulary / 10-12 min
Pair work 8-10
Group work (in threes)
3 min
Feedback and error correction/ 3-5 min / To set the scene, to convey meaning through the images.
To get students pool existing knowledge.
To provide fluency practice, to encourage student-centred learning.
To clarify the meaning, to provide a model of accurate pronunciation
To ensure students understood the vocabulary and can comfortably use the words in a sentence format.
To provide fluency practice, to encourage student-centred learning.
To note errors for follow up corrections.
To bring the activity to a close.
To elicit and board corrections to errors made in form, meaning, phonology. To provide feedback / Ask students to look at the pictures of the hospital waiting room (projected onto the smart-board). Ask them to name the problems the people have. Give them a few minutes to think individually, then to discuss/compare the ideas in pairs, then to discuss what they’ve seen as a class, guide them.
If students are comfortable with terminology tell them to make the list of the order they’d treat the patients if they were a doctor. Put students into groups to discuss their lists. (This discussion may be done at the expense of the next stage ‘pre-teaching vocabulary)
Elicit the meaning. (As all the vocabulary mainly deal with visible signs of illnesses a lot of body language and supporting pictures are required to convey the meaning)
Say, today we will look into vocabulary related to health, medicine and illnesses; we will also practise the spelling.
(Hand the list of letters and matching words to students. Say, for example if you need to spell out your name (ask any student for his/her name, then ask how to spell ‘it’) ‘I’ for India, ‘T’ for ‘Tango’.)Probably there is no time for that and it doesn’t really help the lesson aim, but it is a very useful bit of information.
Project pictures visualising illnesses,students are expected to know corresponding definitions in their languages, if they cannot come up with an English equivalent, tell them and ask for spelling, write their version on the smart-board next to the picture, correct if necessary, drill pronunciation.
CCQ if necessary, refer to pages 2-3 of this lesson plan.
In pairs ask students to match the groups of words with health problems 1-9 and make sure they can explain the connection between them.
ICQ: Are we matching and speaking or just matching? (Matching and speaking) What are we going to speak about? (The connection between the words and the health problems)
Conduct feedback and check the word stress.
Tell students that they are going to test each other in threes. Student A should act or talk about the symptoms of the illnesses, and students B and C should say the health problem.
ICQ: Is student A allowed to say the name of the illness? (No) What are students B and C going to do? (Guess the problem)
Time limit 3 minutes
Write incorrectly used structures on the board; attempt to elicit corrections from students. If time allows, invite them to go forward and correct structures.
Board errors in pronunciation using phonetics, drill correct pronunciation individually and chorally if necessary
If pressed for time, ask one or two important and feedback questions and board one error in usage and pronunciation respectively. If more time is available spend longer on this stage / S
SS
SSS-T
SSS
T-SSS
SS
SSS
T-SSS