Search
Chapter 2: Health-Asking Questions and Giving Answers to a Doctor
Details
Activity Description
Preparation
- Check the website to ensure it is not blocked at your site.
- Read through the lesson plan.
- Print and make copies of any handouts.
Teacher Tips
This is chapter 2 of a 4-chapter book.
Program Areas
- ESL: English as a Second Language
Levels
- Beginning Literacy
- Beginning Low
- Beginning High
Lesson Plan
Ask students questions to engage them with the topic.
How often do you go to the doctor?
When did you go to the doctor last?
What language do you use at the doctor?
Today we are going to learn questions and answers to help you with a doctor's visit.
Have students look at the vocabulary words and pictures.
- Introduce the vocabulary words one by one.
- Write each word on the board and provide a clear definition or explanation.
- Pronounce each word and ask the students to repeat after you.
- Give examples of sentences using the new vocabulary and encourage students to create their own sentences using the words.
- Engage the students in a brief discussion related to each word to ensure comprehension and promote personal connections.
- Divide students into pairs. If teaching remotely, put the pairs in breakout rooms. Divide the pairs into A and B. Have the As start. They say a word and student B points to the picture. Reverse roles. Practice until students feel comfortable.
- Gather the class back together. Say a word and have students write either on paper or in the chat pod the word. Check for spelling as spelling is critical for the quiz.
- Use this quizlet stack to play games with the students.
- Have students take the quiz before moving on to the next activity.
- Continue through these activities until students feel comfortable with the words.
Tell the students that they will be watching a video of a Dr. visit. The patient is named Mr. McKay. Write his name on the board. Play the video about a visit to the doctor. Stop the video at :13 and ask the students, What are Mr McKays symptoms? Ensure that students can answer "fever" and "sore stomach". Stop at .19 and ask students, What is his temperature? Answer: 104 degrees. Stop the video at .25. Ask students, what other symptoms does Mr. McKay have? Answer: Dizzy and Nauseous. Stop the video at :31 and asked, What happened to Mr. Mckay this morning? Ans: He vomited twice. Stop at:35 and ask, Did he have Diarrhea? Ans: Yes. Stop the video at :47and ask, What does the doctor think his disease is? Ans: Food Poisioning. Stop at :55. How often does he have to take the medicine? Ans: Every 6 six hours.
- Have students take the quiz either in small groups or individually.
- Review answers with the whole class.
- Replay the video and have students take the role of either the doctor or the patient as a whole class. You can divide the room into doctors and patients. Play a line and have the doctors repeat. etc until they have finished. For high beginning students see if they can recreate the dialogue.
- Have students look at the dialogue.
- Read the dialogue and have students repeat it.
- You play the role of the doctor and have the class be the patient. Then reverse roles.
- Divide the class into doctors and patients. Have the students practice.
- Have the students take the quiz in pairs or individually.
Have students recreate the dialogue with the doctor. Write the lines for the doctor and have the students answer. They may substitute symptoms and diseases as long as their symptoms make sense with the disease they choose.
Handout:
Doctor: How are you feeling?
Patient:
Doctor: When did you last eat? (this line may change based on disease.)
Patient:
Doctor: When did you feel the symptoms?
Patient:
Doctor: You might have ___________. Take ____________If you don't feel better in a few days, call me back.
Patient:
Assign the CK-12 Assignment to your students for homework. Have them review the lesson and retake the quizzes. This will help ensure your students get some digital literacy skills as well as review the material.
Have students write a short dialogue about the last time they went to the doctor's office.
Standards
- Reading Foundational Skills
- RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
- RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
- RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCR Anchor 3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
- CCR Anchor 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- Language
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
- CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
- CCR Anchor 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCR Anchor 5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.
Tags
Tools
Creative Commons License
