"Expressing State of Health". Part 1: 'Stating One's own state of health' 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 One, we will cover the sub topic "Expressing state of health (Stating one's own state of health)" 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 One: Stating one's own state of health. For Part Two, Check out "Stating Other People's Health Conditions"

SPECIFIC OBJECTIVE OF THE LESSON

In this sub topic/lesson, the student should be able to state his/her health condition. The student should be able to use correct sentences and expressions in expressing his or her sickness.

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:

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 should get prepared to guide students to the introduction and brainstorming of the sub topic. The teacher should guide students to discuss the meanings of terms and prepare questions to ask students orally. These questions can help the teacher to know how the topic he/she is going to teach is familiar or unfamiliar to the students.

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 has to prepare various pictures showing doctor and a patient and other pictures showing various people suffering from various sicknesses. The teacher should also prepare other relevant texts including dialogues between the doctor and the patient or between the sick person and the person who is attending him or her.

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 discuss various grammatical expressions, patterns, and sentences that are suitable when someone is expressing his/her sickness to other people.

Are you sick?

Yes. I am sick. I have a stomach-ache

What are you suffering from?

I am suffering from headache

Yesterday, I had a headache.

I have a headache.

Note: Students have to apply first personal pronouns as they express their state of health to others.

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, because everyone can get sick anytime and anywhere, the teacher will guide his or her students to show how they can express their states of health at home, school, playground, hospital, or dispensary.

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. The teacher has to prepare these vocabularies in the way that students will easily be introduced and easy for them to write them down and understand their pronunciation and use.

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 guides students to brainstorm about the sub topic trough the definition of terms, and asking students what they say when they want to express their sickness to others.

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 (teacher's models) he/she has prepared to guide students to read texts on certain state of health. The normal roleplaying in this context includes the dialogue between the doctor and the patient.

Teacher's Models

Yesterday, I had a terrible headache. I started to feel headache just after I finished playing football. I felt dizzy and fell down. Soon, I had a stomach-ache. I vomited twice before I was rushed to hospital. When I arrived at the hospital, the doctor gave me some pills to swallow. After swallowing those pills, I didn't vomit again.

Also, in this Part One of the sub topic, the students are tested how they can express themselves by using personal pronouns.

Activity Three: Students' Participation. 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 sub topic/lesson, the teacher should guide students to practice what they have read in the texts provided by the teacher. Then, under teacher's guidance, students have to play roles of a doctor and a sick student in pairs. In this task, students should be in pairs, or in groups for the large classes. If students are in groups, they should select the students from the group to dramatize or role-play.

Some samples of dramatization are:

PATIENT: Good morning, Doctor?

DOCTOR: I'm fine. Welcome.

PATIENT: Thank you, Doctor.

DOCTOR: What can I help you?

PATIENT: I have a terrible headache, Doctor!

DOCTOR: When did it start?

PATIENT: Today morning.

DOCTOR: You can try Ponadol. If the condition persists, try to drink more water.

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, the students have to write conversations or dialogues between a doctor and a patient. The teacher guides students to use appropriate language and expressions.

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 on 'O' Level English Blog!

REFLECTION

Ask students to reflect on how a person can express his or her state of health to others. Ask them what they say to the teacher or their fellow students when they fall sick. They always say some common expressions like ‘I’m sick’, ‘I’m not feeling well’ and other common expressions. They should be guided by the teacher that these are the ways of reporting to someone about one’s health conditions.

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 his/her health condition.

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 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 express his or her state of health he/she has or he/she once experienced before.

Also, ask students to conduct various individual activities about expressing one’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 to learn how to express themselves when they are sick. This expressive skill is very important in their daily life experiences either at school or at home.

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.

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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!

Listening to and understanding simple texts on events

Listening to, and understanding simple texts on situations

Listening to dictations

Stating directions - Part 1

Stating directions - Part 2

Using a Dictionary

Expressing personal routine/habits

Expressing group routine/habits

Talking about on-going activities