"Expressing State of Health". Part 2: 'Stating Other People's health conditions'' for Form One Students

Welcome to UNIT 16.2

PREVIOUSLY: In Unit 16.1, we discussed about the various ways of teaching the sub topic "Expressing personal opinions" in Form One.         

IN THIS UNIT 16.2 Part Two, we will cover the sub topic "Expressing state of health (Stating Other People's health conditions)" in Form One

TOPIC’S INFORMATION
Main Topic: EXPRESSING OPINIONS AND FEELINGS
Sub Topic: Expressing state of health
Periods per sub topic: 6
Class: Form One

DESCRIPTION OF THE SUB TOPIC
Every day we get sick or our friends or family members get sick. When we get sick, we should be able to express ourselves to others. In this sub topic/lesson, Form One Students should be able to express themselves when they are sick. He/she should be able to report his/her sickness to the parents, friends, teachers, doctors, and other people by using appropriate expressions.

Part Two: Stating other people's health conditions. For Part One, Check out "Expressing one's state of health"

SPECIFIC OBJECTIVE OF THE LESSON
In this sub topic/lesson, the student should be able to state other people's health conditions.

  1. TEACHER’S PREPARATION STAGE
This stage is about the preparation of the teacher before undertaking the lessons of the particular sub topic. These are all activities, procedures, materials, teaching aids, and games prepared by the teacher for teaching a sub topic:

  1. Putting heads together: Introducing the topic/lesson properly. Organising how students will be able to get to know what is the topic/lesson about. It is where teacher makes sure that students are going to be in his/her train. It includes brainstorming and familiarisation of the topic/lesson with the students.
This makes students stay together with the teacher. It is at this stage students can understand what is going to be discussed in the particular topic.

In this sub topic/lesson, the teacher will prepare all the necessary materials and tools in to introduce the topic or lesson well. Students have to be introduced well so as to get the lesson properly.

  1. Preparation of Materials. A teacher has to decide on the teaching/learning materials he/she is going to use.

In this sub topic/lesson, the teacher will use pictures. Pictures are good for teaching students especially Form One Students who are new to this level and the topic as well. The teacher will have to prepare pictures and other relevant texts to reinforce his/her teaching and learning process.

  1. Target Practice. Show them/Guide them to the practice of the functions of the sub topic. A teacher has to show or guide students to the target practice of the grammatical functions of the sub topic.

In this sub topic/lesson, the teacher will guide students to the practice of correct grammatical expressions applied when expressing other people's health conditions. Some of the common expressions are:
Is Juma sick?
What is he suffering from?
Yesterday, Asha had a terrible headache.
She had a stomach-ache.

Note: the students should be guided to express the health conditions of other people by using third personal pronouns.

  1. Context-Based Practice. A teacher leads students to the discussion on how the target grammatical functions practised earlier can be applied or integrated into the contexts and situations. The students are guided by the teacher to apply the learnt skills in relevant contexts and situations like school and library.

In this sub topic/lesson, the teacher can discuss with students on how one can get sick and where he/she is. He/she can get sick at home, school, and playground or at work. And after getting sick, people go to the hospitals, dispensaries, clinics, and health centres to get their treatment or medications.

  1. Vocabulary Building Practice. At this time, teacher discusses with the students on the vocabularies and phrases to apply in the already mentioned contexts and situations.

In this sub topic/lesson, the most commonly applied vocabularies are: sick, dizziness, headache, doctor, stomach-ache, pills, drugs, injection, cold, vomit, sling, health, fall, nausea, HIV/AIDS/STIs.

  1. TEACHING AND LEARNING PROCEDURES, ACTIVITIES AND GAMES
Guide the students to the full sub topic/lesson procedures, activities and games for better understanding of the sub topic by following these activities:

Activity One: Brainstorming the sub topic/lesson through oral questions with answers, pair works, and group discussions of all important concepts to get students on track.
In this activity, the teacher will guide students to brainstorm about the terms and oral questions on how people express other people's health conditions. The teacher calls one student in front of the class and asks him or her about the health conditions of other people including his/her friends and family members like father, mother, sister or brother.

Activity Two: Teacher's application of his/models or examples so as to bring the topic/lesson and the students into the real or common sense of the topic/lesson.
In this activity, the teacher will use relevant texts to dramatize a certain state of health. This teacher's demonstration will helps students to understand how one can express the state of health of others.
A teacher can ask one student to dramatize with him/her in the text the teacher has prepared.

Teacher's Model
Yesterday, Asha had a terrible headache. She started to feel bad just after she finished playing netball. She felt dizzy and fell down. Soon, she had a stomach-ache. She vomited twice before she was rushed to hospital for check-up. When she arrived at the hospital, the doctor gave her some pills to swallow. After swallowing those pills, she didn't vomit again. Later, the doctor gave her Paracetamol pills, and allowed her to go home.

Also, in this Part Two of the sub topic, students are tested on how they can effectively communicate by using third personal pronouns.

Activity Three: Students' Participation in Roleplaying. Showing students how models like that of a teacher can be applied by them. Here students need to be guided on how to use given expressions, structures, vocabulary, and phrases or similar ones.

In this activity, the teacher will guide students to play roles the roles or positions of a doctor and a sick student in pairs. In this practice or roleplaying, students should talk about the health conditions of other people including their friends and family members.
Some samples of dramatization are:
STUDENT: Good morning, Sir?
TEACHER: I'm fine. How are you?
STUDENT: Fine. Thank you, Sir.
TEACHER: What can I help you?
STUDENT: My friend has a terrible headache!
TEACHER: Where is she?
STUDENT: In the dormitory.
TEACHER: When did it start?
STUDENT: Today morning.
TEACHER: Give her these Panadol pills. If the condition persists, take her to the school dispensary.

Activity Four: Writing Activity. Taking/leading students to the real situations or contexts where they can apply what they have mastered. Here speaking, reading or writing activities are involved.

In this activity, under teacher's guidance, students will be asked to write conversations or dialogues between a doctor and a patient. The teacher has to guide students to write the dialogues that involve correct use of third personal pronouns in expressing other people's health conditions.

Activity Five: Winding up the topic/lesson. Here teachers summarise the topic/lesson by emphasizing the importance of the sub topic/lesson and suggesting other related aspects of the sub topic/lesson.

In this activity, the teacher will guide students to the discussion of other important expressions and grammatical collocations for expressing one's state of health and other people's health conditions.

Additional Activity: As a teacher, what other activity can be applied in this sub topic/lesson? You can always drop your alternative activity or activities to this article so as to improve teaching and learning of 'O' Level English.

REFLECTION
Ask students how they report someone who is sick by using third personal pronouns. Ask them to consider how they report to the teacher that their fellow student is sick. They should fully practice this habit or reporting someone’s sickness as they always do it whenever one of their fellow students fall sick.

ASSESSMENT
A teacher should design an evaluation for students by using appropriate assessment tools like oral questions or assignments so that to see if the student is able to state other people's health conditions.

ASSESSMENTS
Assessment #01: Group work.
In groups, give students the task of writing the dialogues or conversations between a doctor and a patient. After writing, allow them to present before the class.
Another group work. Allow students to discuss the diseases and how someone can express himself or herself about the particular disease.

Assessment #02: Pair works.
In pairs, ask students to role-play expressing other people’s state of health. One student in the pair can be a doctor and another patient. After role playing, they can change roles.

Assessment #03: Individual work.
Allow students to come in front of the class and individually express other people’s state of health he/she knows.
Also, ask students to conduct various individual activities about expressing other people’s state of health including tests and assignments.

Note: You can give students more individual works, pair works, and group works to facilitate their interaction and understanding of the sub topic or lesson. As English language teacher you have to give students more works to do. Because language is meant to be largely spoken and written, the teacher should rely on written exercises and notes. Instead students have to learn English language by vigorously exercising individually, in pairs, and in groups.

SUMMARY/CONCLUSION
The teacher has to encourage students that they should not only understand how to report their own state of health but also they should be able to tell about the health conditions of other people.

NOTE: These stages explained above are not necessarily covered in a single lesson of single or double period. Remember that this is the guide for teaching the whole sub topic which has periods ranging from 6 to 20. So, the teacher's task is to divide these stages according to the total number of periods for a particular sub topic.


WHAT IS YOUR OPINION?
This article is about how to study and teach "Expressing state of health" in Form One. As a student or teacher, what is your opinion on how to study and teach this sub topic/lesson?
Your opinion is worth and I believe that it can make these materials better for our own consumption.

You are Welcome!


Check out how to Study & Teach other Form One Sub Topics in this Blog!
And many more from ‘O’ Level English Blog!

Also check out how to Study & Teach the following Form Two Sub Topics in this Blog!
And many more from ‘O’ Level English Blog!


Also check out:
Form I Sub topics, at FORM I SYLLABUS TOPICS REVIEW
Form II Sub topics, at FORM II SYLLABUS TOPICS REVIEW
Form III Sub topics, at FORM III SYLLABUS TOPICS REVIEW  
Form IV Sub topics, at FORM IV SYLLABUS TOPICS REVIEW  

For more on Literature Topics, check out Literature in English Blog
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For Form IV NECTA Examination Sections, check out ELABORATED CSEE NECTA EXAMINATION SECTIONS

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