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Grade: 3-5
Subject: other

#4296. At the Doctor

other, level: 3-5
Posted Tue Dec 9 17:48:54 PST 2008 by Yulia Novikova (Yulia Novikova).
Virginia Beach Public, Virginia Beach, USA
Materials Required: tape recorder, doctor instruments, picture dictionaries, Q&A list for patients, Labels
Activity Time: 1 hour
Concepts Taught: understanding doctor visits in the USA / ESL

Lesson Plan Title: At the Doctor.

Concept / Topic To Teach: Understanding the procedures that people have to do when they go to see the doctor in the USA. Students will listen to the conversation of a doctor and a patient.
Standards Addressed: LEP 3.2
The student will use oral communication skills.
a. Participate in social conversations on familiar topics by asking and answering questions and soliciting information
b. c. Talk about experiences using expanded vocabulary, descriptive words, and paraphrasing.


General Goal(s): ESL – At the Doctor.
The foreign students will be introduced to the typical procedures that every patient in the US has to go through when they go to see a doctor. The students will be able to understand standard questions that a doctor might ask and answer these questions. They will also learn the names of some children’s illnesses and their symptoms.

Specific Objectives:
• The student will develop skills in using basic medical vocabulary that is necessary for them to communicate with a doctor. They will use the language skills of listening and speaking in the role plays where some of them will be patients, others – doctors. Key concepts include:
1) conversation between a patient and a doctor
2) children’s illnesses and symptoms
Required Materials:
• Tape recorder
• Standard doctor’s instruments and equipments such as thermometer, blood pressure monitor, stethoscope
• Picture dictionaries
• List of questions and answers that patients might need to know
• Labels “Doctor” and “Patient”
• “Magic Square” chart
• Three column chart for the new vocabulary


Anticipatory Set (Lead-In):
• The teacher will perform a role of a sick person. She will demonstrate several symptoms of a flu, and the students will have to guess what is the illness that she is demonstrating.
• The teacher will write the name of the illness on the white board.
• The teacher will ask students questions, so that they can refer the topic of the lesson to their own lives.
1) Have you ever been sick?
2) Can you describe how you felt?
3) Did you parents take you to the doctor?
Step-By-Step Procedures:
4) The students will open their picture dictionaries and will repeat after the teacher
the new vocabulary. Mainly it consists of the tools and equipment that the doctor has in his/her office.

5) Simultaneously they will write these new words in their three column vocabulary
charts. If they do not remember the name of any word in their native language, it will be part of their home work to ask their parents to help them find the right word.

6) The teacher will ask the students if they know what questions the doctor usually asks a patient when they come to visit him/her.

7) After she writes down their answers on the white board, she will suggest her list of
questions and answers that they, as patients, need to know. The teacher’s helper will
pass them out.

7) The students will practice a role play, where one of them will be a doctor and
another one – a patient. They will use the list of sample questions and answers as the supplementary material.

8) The volunteers will perform their dialogue.
Plan For Independent Practice: Have the students complete the “Magic Square” assignment. They will have to match the symptom of an illness with its main symptoms.

Closure (Reflect Anticipatory Set):
• Each student will compose one sentence that will start with “If I were a doctor …”
• Watch video “My First Visit to the Doctor”
Assessment Based On Objectives:
• The results of the “Magic Square” assignment.
• The oral presentation of their dialogues.
Adaptations (For Students With Learning Disabilities):
• The children with kinesthetic difficulties will not write the new vocabulary in the vocabulary charts. Instead, they will sound them out to their recorders to practice at home.
• As the teacher will be writing a lot on the chalk board, all the students with vision problems will be placed closer to the board.
• If a child has speech pathology, instead of telling about his being-sick experience, he/she will be allowed to demonstrate the symptoms.
Extensions (For Gifted Students): The students will have to compose complete sentences with the most amount of new vocabulary while working on a dialogue. They will have to perform it together with the volunteers.
The “Magic Square” assignment will contain more possible variants to choose from.

Possible Connections To Other Subjects: Language Arts (writing skills practice), vocabulary; Art (performing skills).