LESSON TITLE: __Doctors Appointment 1__ Lesson #: ___1___

TEACHER NAME: ___Xinyuan Ma______________ DATE:_____3/14/2017______

Preparation/Planning
ESL Course: Speaking 1
Level Beginning Intermediate Advanced Multilevel
Topic/Theme: Be familiar
with the body parts and
describe the basic symptoms
when visiting a doctor.
Listening Having the capability to understand the conversation and the content that
Objectives is being taught throughout the class. (at least 80% without Spanish (L1)
intervention)
Speaking Being able to pronounce the target vocabulary (see Appendix B), phrase
the sentences, and respond to the questions in the role-play activity.
Reading Recognizing the vocabulary that is in the review quiz from last week and
comprehending the written text in the hangout and PowerPoint.
Writing Being able to write down in/on/at in the review quiz and the
vocabulary of the body parts from todays lesson.
Bridging
What background knowledge Basic vocabulary foundation and understanding of body parts, illness,
do the students already have? and doctors office visit procedure. Have the ability to describe a
symptom in Spanish and relate to English expression after learning.
What will you do to activate Students will complete an in-class quiz covering the content from last
or link students prior class including the use of on/in/at, The answer to Do you ? Are
knowledge or experience to you? etc. (20 min.)
upcoming content? Then, I will ask the students about their experience of being sick but
was not able to communicate with the doctor using English. The
grammar point that is being reviewed in the beginning of the class will
be used in the later conversation. (5 min.)
Engagement with New Material
What will you do to engage Relate to their needs and experience with the new material by
students in the active learning introducing the essential vocabulary and phrases of different category
of the new material? they will be using at the doctors appointment. (25 min.)
What will you do to ensure Pair work with each other and consistent interaction between me and
that all students are engaged? the students throughout the session.
Application
What opportunities will you Understanding the difference in symptoms and phrases, students will
provide students to practice be asked to do a role-play activity with me (me: the doctor; students:
and apply their patients). They will be encouraging the students to describe different
knowledge/skill to meet the symptoms they have learned in this class to a doctor. (30 min.)
objectives for this lesson? To
apply to other contexts?
Assessment
How will you assess their Formal assessment (written form) for the review from last class.
learning of the objectives? Informal assessment through observation and conversation of small
group conversation and role-play activity.
Closing
How will you help students HW: Practice the conversation Ive learned today and find a partner to
recap the learning and link it do a role-play for the next class describing symptoms.
back to the original purpose of
the lesson?
Technology
If applicable for your context The lesson will be introduced with PPT and handouts.
and your lesson, how will you
meaningfully integrate
technology into your lesson?

Reflection
What went well? How do you
know?
What didnt go as planned?
What contingency plan did
you employ?
What would you do
differently next time?
Did your students meet the
purpose and objectives for this although still in need for more practice, the students were able to use
lesson? What is your
evidence for each?
What do your students need
next? How do you know?
What did you learn about your From recognizing my glows and grows, for instance, my glows are
glows and grows as a teacher? me being very personable, patience, creative, and down-to-earth
What can you do to work on
your areas needing growth?
The students were able to identify different body parts and describe the
health issues by using the content that was taught in this class.
The background knowledge of the students varied largely. Some knew
how to describe some of the illness, and some could not say the body
parts.
I employed my flexibility and the ability to rise to the occasion and
meet different students needs when things didnt go as planned. For
example, when some of the students showed up this week but didnt
come to class last week, I went over the content from the previous class
first before moving forward to todays topic. And when some of my
students didnt understand the content, I switched to different ways to
rephrase the meaning.
I will give the students more time to react and respond to my questions
instead of always answering for them.
Yes, I believe so. From our conversation and role play during class,
the new vocabulary correctly and construct accurate sentences using
this theme.
Relating to this topic, they need more specific description of how to
describe certain symptoms with their doctors about at the doctors
appointment.
when talking about the course content; and my grows are sometimes
speaking too fast, and having some grammar mistakes while I talk. Ive
been trying to apply my personal advantages to a large extent and
correct the grows. I have been paying more attention purposely on
the areas I need to improve and consistently asking for advice and
suggestions from others.
 Appendix A
LESSON PLAN #3
March 14, 2017

Part 1

Review of past two weeks

A. in/on/at

1. I go to school _____ Tuesdays.

2. My birthday is _____ March.

3. She is looking _____ the tree.

4. I left my phone _____ the car.

5. My son is _____ the bus.

6. I will see you _____ the evening.

7. Valentines Day is _____ February 14th.

8. Call me _____ 2 oclock!

9. Did you leave the key _____ the table?

10. I love swimming _____ summer.

B.
(1) Do you like chocolate?
Yes, I _____.
No, I ______.

(2) Does she come here everyday?

Yes, she ______.
No, she ______.

(3) Do you live in San Diego?

 Yes, I ______.
No, I ______.

(4) Do they enjoy running?

Yes, they ______.
No, they _______.

(5) Does he do homework everyday?

Yes, he ______.
No, he ______.

C.
(1) Are you hungry?
Yes, I ______.
No, I _______.

(2) Are they leaving?

Yes, they _______.
No, they ________.

(3) Is he crying?
Yes, he ______.
No, he _______.

(4) Is the coffee hot?

Yes, it ______.
No, it _______.

(5) Is the door wet?

Yes, ___ ______.
No, ___ _______.
 Appendix B

Doctor Visit Vocabulary

Doctors Appointment/Visit

 Body parts

Common types of health issues:

Headache
Stomachache
Toothache
Earache
Backache
Neckache
Fever
Cold
High temperature
Sore throat
Rash
Hand or foot pain
Chest pain

Description of the symptoms:

I've been feeling sick.
 I've been having headaches.

My joints are aching.

Ive got diarrhoea.

Im constipated.

Ive got a lump.

Ive got a swollen ankle.

Im in a lot of pain.

Ive got a pain in my back/chest/...

Im having difficulty breathing.

Ive got very little energy.

Ive been feeling very tired.

Ive been feeling depressed.

Ive been having difficulty sleeping.

I am feeling dizzy.

I am feeling nauseous.

I have been throwing up.

I have a fever.

My skin is itchy.

I am having an allergic reaction.