Doctors Office: The Imperative Form

Tim Kochem
ENG587-81 Dr. Markovic

Title of Lesson: Doctors Office

TLIS (Target Language Instruction Setting)

ESL COP is a 10-week course that meets once a week on Wednesdays for two hours, split into
two one-hour lessons. The courses take place in Mitchell Hall on West Chester Universitys
campus in Pennsylvania. The classroom is a large room with stadium-styled seating. There is no
prerequisite for the course, as this is an outreach program. Based on student needs, this course
will focus more on listening and speaking skills (conversational dialogue) with reading and
writing activities mixed in. The types of interactions that will be focused on are both survival
skills (being able to visit the doctors office) and everyday conversations (dialogue with
neighbors and friends). Also, this course will introduce students to American culture, such as
holidays, landmarks, and societal norms. There is not a textbook for the course; however,
materials have been adapted from both the Ventures and Side-by-Side series. Other resources for
the course include: a whiteboard, laptop for instructors use, internet access, projector, and other
various created and adapted materials as needed.
There is one student in this course, a native German speaker from Germany. She is in the 25-30
years old bracket, and is married with two children. Her goal for this course, as aforementioned,
is to develop more fluency-like skills with English, particularly in conversational settings. Her
motivation is high and mostly intrinsic, as this course is not mandated for her to take: she is
choosing to be in class each week. She uses the language most often to interact with daily
occurrences and with family members, such as her children. The resources she has available are
created and adapted materials from class, computer and internet access, and family members
(particularly her husband).

Background
This unit of study involves learning to make appointments for the doctors office, and meeting
and discussing ailments with the doctor. This unit was broken into two weeks: the first week
covered reading and writing skills, and the second week (this lesson plan) covers listening and
speaking skills. Question formation was the central topic for the first week of this unit; now,
students will learn to answer those questions with direct commands, or the imperative form.
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic

Topic of Lesson: The imperative form: how to use it, when to use it, and what it means to use it.

Performance Objectives: SWBAT

Construct the imperative form under a few pretenses (advice, respectful, etc.) by re-
constructing full sentences into commands in 5 minutes with 90% accuracy.
Identify and recognize the imperative form being used in dialogue by finding instances of
the form within a 2-minute video clip of a hand examination.

1. Warm-up/Review (10 minutes):

Objectives: Activate background knowledge of what was taught in the previous class.
Instructional strategy: Student-led discussion; question and answer
Sensory Learning Styles: Auditory and visual
Materials needed: Completed homework packet
Task Description:
Students and Teacher will go over Medical Conversation worksheet and Doctors
Appointment comic to see what Students came up with in their dialogue creation. Teacher
will emphasize any use of vocabulary learned from the previous class, as well as question
formation.

2. Introduction (2 minutes):
Objectives: Introduce students to todays topic, the imperative form.
Instructional strategy: Lecture
Sensory Learning Styles: Auditory and Visual
Materials needed: Laptop, projector, Imperative Form powerpoint
Task Description:
Teacher will explain to students what will be happening in todays class:
Today were going to look at the imperative form, or how to make
commands in English.
Well learn the different ways that the imperative form can be used.
Were going to see how the imperative form can help us be more direct
during a doctors appointment.

3. Presentation (7 minutes):
Objectives: Instruct students how to form the imperative form; show students when each
style of the imperative form is appropriate to use
Instructional strategy: Lecture; Question and Answer
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic
Sensory Learning Styles: Auditory and visual
Materials needed: Laptop, projector, Imperative Form powerpoint
Task Description:
T will explain how to use the imperative form (use the infinitive of the verb without "to"),
how to turn the command negative with the use of do not or dont, how to make
respectful commands by using Please, and how to include ones self in the command
by adding Lets.
For example:
Go home now! (command)
Look out! (warning)
Do not walk on the grass. (negative command)
Please go to the meeting with me. (respectful request)
Lets turn to page fifty-four. (including self in command)
Teacher will check for comprehension by presenting examples of the imperative form,
and asking Students whether it is an example of the imperative form or not, and if so,
which style (advice, request, etc.) is being used.

4. Practice (15 minutes):

Objectives:
1. Be able to construct the imperative form by transforming full
sentences into commands by dropping You.
2. Be able to locate and identify examples of the imperative form
within a physical exam video.
Instructional strategy: Discrete-point problem solving; critical thinking builder;
interacting with created materials
Sensory Learning Styles: Auditory and visual
Materials needed: Laptop, projector, Imperative Form powerpoint, Imperative Form
index cards, YouTube Video (https://www.youtube.com/watch?v=H-poDj1r7Cw)
Task Description:
Practice Activity One
o In one pile, there are four index cards with each imperative form (regular,
negative, including yourself, and respectful). In the second pile, there are eight
index cards with You should statements (e.g., You should brush your teeth
before bedtime.). Students will select a random index card from each pile, and
then will construct the appropriate sentence using the imperative form (e.g., You
should brush your teeth before bedtime + regular imperative form = Brush your
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic
teeth before bedtime.). Students will continue this activity for at least four
statement cards. Teacher should correct any misuses of the imperative as they
occur.

Practice Activity Two

o https://www.youtube.com/watch?v=H-poDj1r7Cw
o Students will listen to an audio conversation while reading along with a transcript.
Students will pay attention for any commands that the doctor makes during the
conversation. Teacher and Students will go over examples together, and classify
each example with its appropriate imperative style. Teacher should correct any
misuses of the imperative as they occur.

5. Evaluation (6 minutes):
Objectives: To check students level of comprehension by re-visiting the Imperative
Form index cards.
Instructional strategy: Question and answer
Sensory Learning Styles: Auditory and visual
Materials needed: Imperative Form index cards
Task Description:
Teacher will go back to index cards with You should statements and select three at
random. Teacher will read the first statement and Students will verbally respond with all
four imperative styles (regular, negative, self-included, and respectful). Teacher will
continue until all three statement cards have been used. If Teacher is uncertain of
Students understanding, they may continue to pick up index cards. Students should be
able to verbally communicate the correct imperative style 90% of the time (excluding
pauses and stuttering).

6. Application (20 minutes):

Objectives: To construct a set of directions using the imperative form.
Instructional strategy: Critical-thinking builder, culminating activity
Sensory Learning Styles: Auditory and visual
Materials needed: Laptop, projector, scrap paper, pencil, and YouTube Video
(https://www.youtube.com/watch?v=dtIPVSZ2CWA)
Task Description:
Students will watch a short video of a doctor performing a hand exam. Students will
watch the video 2-3 times and will be writing down imperative clauses that would allow
someone else to perform the same task (much like writing down a recipe). Students will
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic
share their commands as Teacher goes through video and highlights the commands as
they happen in the video. Comprehension check: Students should be able to write
directions down that would allow another individual to complete about 80% of the
actions in the video clip.
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic
Materials:

Physical Exam Transcript (1:24 3:29)

Doctor: Always clean your hands. Its a good idea to do that and where the patient can see you
quite visibly, so they know youre taking care to protect both the patient and yourself.

We start in front of the patient and we just inspect. Remember, youve been inspecting the patient
ever since you first saw them, so youve already done a visual inspection of the head.

We can look at the scalp very quickly. Examine the ears. I want you to wrinkle your forehead up
like this. Stick your tongue out at me. Good.

Can you hear me? How about over here? Hear that? Any difference between the two sides?
Alright. So, Im now going to move to the otoscope examination. Otoscope is a good light
source.

Im going to start with examination of the right ear. Notice that I take the tension off the cord.
Okay. And the left ear. Good.

I want you to look right here at my forehead. Follow it with your eyes. And up, and down, up,
and down. Now look right here at my nose. Good. Look up. Excellent.

Open your mouth wide. Lift your tongue to the roof of your mouth. Good. Relax your tongue.
Say ah. Excellent, thank you.

Now Im going to move to the ophthalmoscopic exam. So, I want you to look right in that area.
Please dont move your eyes.
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic
Doctors Office: The Imperative Form
Tim Kochem
ENG587-81 Dr. Markovic