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Chapter 3: Making A Doctor Appointment
Details
Activity Description
This chapter teaches students how to make a doctor's appointment.
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 3 of a 4-chapter book.
Program Areas
- ESL: English as a Second Language
Levels
- Beginning Literacy
- Beginning Low
- Beginning High
Lesson Plan
Ask students how often they go to the doctor. How do they make the appointment? Have they ever called the doctor and made an appointment in English?
Today you will practice making a doctor appointment.
There are two videos on this page.
- Watch the first one together and review. (Note the first video does not give the patient's name. This is unusual. Video plays 2 times.)
- Have students answer the questions about video 1 and review as a whole class.
- Continue with video 2. (Note the first time you play video 2, you will focus on one video clip. The original video had 3 clips. The second time you play it, it will play all three. You can use the extra clips as extra practice.
Divide the students into small groups or breakout rooms. Ask them to brainstorm the difference between the two videos:
Some ideas:
Video 1:
Does not ask for his name.
Patient wants an annual checkup.
Patient asks for doctor by name
Appointment is Monday at 10am.
Bring insurance card and photo ID.
Video 2:
She has a bad headache
She is a new patient
She has to fill in forms
Her appointment is at 4 but she must arrive at 3:50 to fill in forms.
Now let's move on to the dialog on making an appointment.
Once again note that the name is not asked for. Have students watch the video and read along with the dialog. Most of the words should be familiar except for slot. Review with students what a time slot is.
After students have listened to the video a few times and read through the dialog. Have them view the quiz. They will need to write in the missing words with correct spelling.
Once you have completed the quiz, practice the dialog with the students. Play the role of the receptionist and the class is the patient. Switch roles. Have the males play one role and the females another. Switch roles. Play vanishing dialog. In this case, you practice the dialog with the students many times. Each time you practice a line is erased and the students should try to remember it. Continue until the entire dialog is erased.
Students can present their dialogs to the class or write it on paper and share it with you.
Have students report back when they make a doctor's appointment.
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)
- Reading
- CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- 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.
- 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.