| LESSON OVERVIEW
The main objectives of this lesson are to:
- talk about health issues and symptoms;
- practise vocabulary for medical care;
- role-play and listen to conversations between a doctor and a patient.
With this lesson, students discuss symptoms for different health issues, explore useful vocabulary (e.g. numb, swollen, plasters) and debate how inconvenient some health situations are. They discuss how people might feel in various scenarios, talk about treatments and listen to a dialogue between a doctor and a patient. Students also role-play doctor-patient conversations and play a guessing game, asking yes and no questions.
C1 / Advanced45 min
60 minVocabulary LabUnlimited Plan
This is a Vocabulary Lab worksheet. With it, students are introduced to a set of vocabulary on a specific topic and practise it through controlled activities, speaking tasks and games. Learn more about it here.
WARM-UP AND VOCABULARY
This worksheet on vocabulary for medical care starts with a warm-up. Students list symptoms a person with a cold might experience and mention elements of their possible treatment. After that, they complete words about physical symptoms (e.g. feverish, dizzy, nauseated) with missing letters. Then, students answer questions about the symptoms and conditions they completed (e.g. Which symptom has to do with body temperature?). Moving on, they complete health problems and physical conditions (e.g. having a tingly nose due to allergies) with the correct forms of the words from the previous task. Next, students say how inconvenient each experience would be and how easy it would be to deal with. They also provide some reasons. Afterwards, students say how people might feel in different situations (e.g. a person has slipped and fallen). They use the vocabulary from the previous exercises and their own ideas.
MORE VOCABULARY AND ROLE-PLAY
In this part of the lesson, students use pictures and vocabulary for medical care (e.g. cast, IV fluids, antiseptic) to complete gaps in sentences (e.g. Please sterilize the wound with antiseptic). Afterwards, they say what treatment people with different injuries (e.g. a person fell and cut their forehead) might need. Students use the vocabulary from the previous task and their ideas. Following that, they read a conversation between a car accident patient and his doctor. Students guess the missing words in the dialogue. They then listen to the conversation and check their answers. Moving on, students role-play a doctor-patient conversation using role-play cards. They also use the target vocabulary from the lesson to talk about symptoms and treatment. Students then swap roles. Finally, they play a guessing game with symptom and treatment cards, asking yes and no questions.
HOMEWORK/REVISION
This lesson also includes an additional task that you can use as homework or revision. In the task, students use vocabulary for medical care to create logical stories. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.
WORKSHEETS
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Loved it! Hope we get to see some more medicine-related class, my students loved it. Thanks!
Hi, I’m glad your students liked the lesson! Yes, there are more medicine-related lessons coming 🙂
Great lesson, well designed and very useful. However, my student and I were confused about the role play on slide 40. The symptoms and the treatments seem to be mixed up on each card! Maybe an example before the role play would be helpful to help the teacher and student understand how the role play cards are supposed to be used.
Hi Pete! Happy to hear you found the lesson useful. I’ve now added an example which should help.