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CEP Lesson Plan Template

Teacher/s: Sophie Li & Xin Cheng
Level: B4
Date/Time: Oct. 9, 10a.m.-12a.m.

Goal: Describe Ailments and read medicine labels

Objectives (SWBAT):
Students Will Be Able To…
1.describe healthy practices and symptoms through reading exercise
2.describe the symptoms of an illness through a matching game
3.identify directions, uses, and warnings through reading medicine labels
4.use the modal verb should through giving health tips for celebrities
Theme: Health_______________________________________________________
Extensions: ____________________________________________________

Aim/Skill/Microskill
Activity 1:Body parts and
health problems

Activity/Procedure/Stage
1.1 Pre-Stage:
Ss match the vocabulary of body parts
and the pictures of body parts.
SS check answers in pairs

1.2. During Stage:
Ss practice the conversation in
exercise B on the book in new pairs
Transition to #2 or: Now
(with a different person)
that we’ve known how to
(e.g. A: What’s the matter?
describe health probles, let’s
B: My head hurts.)
focus on two specific ones:
Teachers listen to their conversation
the flu and a cold.
and check subject-verb agreement.

Interaction

Time

T-SS

10mi
n

SS-SS

SS-SS

1.3 Post-Stage:
Ask Ss if they have any questions. Point
out the grammatical mistake that Ts
T-SS
have found during the activity.
Tangible Outcome & T. feedback/peer
feedback: matching handouts; peer
check and T corrections for the
handouts

10mi
n

10mi
n

Activity 2: Reading
medicine labels

Transition to #3:Now we
know how to read the label
of a medicine. Let’s try to
match the labels with the
right medicine.

2.1 Pre-Stage:
SS read the examples in Exercise A on T-SS
P.110 to learn the differences among
directions, uses, and warnings.
SS categorize new medicine labels into
these three groups in Exercise B & C.
2.2. During Stage:
SS compare their answers in pairs.
Teachers walk around and jot down
mistakes made by SS.
2.3 Post-Stage:
Ask Ss if they have any questions.
Point out the mistakes that Ss have
made.
Re-emphasize key vocabulary.

5min

SS-SS

5min

T-SS

3min

T-SS

2min

Tangible Outcome: completed
exercises on the test book.
T. feedback/peer feedback: Both T and
peers provide corrective feedback

Activity 3: Matching labels
with medicine.

3.1 Pre-Stage:
Now we know how to read the label of
a medicine. Let’s try to match the
labels with the right medicine.
Pair up Ss. Give SS the handouts.

3.2. During Stage:
Each group will have three different
SS-SS
kinds of medicines.
The uses, directions and warning of the
medicines are mixed up.
SS need to match them with the correct
medicine.
Teachers walk around and jot down
mistakes made by SS.

Transition to #4:Now we
know how to match labels
with these three common
medicine. Let’s take a look
at the bottles of your own
medicine that you brought to
class today.
3.3 Post-Stage:
One student from each pair goes to a
different group.
SS compare answers with the new
group.

SS-T-SS

5min

8min

Address SS’s questions if any.
T checks the answers together.
Tangible Outcome: completed
handouts; T. feedback/peer feedback:
Both T and peers provide corrective
feedback

Activity 4: Create labels for
your own medicine.

4.1 Pre-Stage:
Ask Ss to take out the medicines they
have brought to class.
Give the instruction of the activity.

4.2. During Stage:
T divides SS into new pairs.
SS introduce the uses, directions and
Transition to #5: We have
warnings of his/her medicines to their
learnt about the uses and
partner.
directions of many different Each pair works together to create
kinds of medicines. Now let’s labels for their medicine.
be the doctor and prescribe
medications for some
4.3 Post-Stage:
patient!
Let SS introduce their partners’
medicine to the whole class.
Ask Ss if they have any problems.
Address the mistakes that Ss have
made.

T-SS

2min

SS-SS

8 min

SS-T-SS
10mi
n

Tangible Outcome & T. feedback/peer
feedback: highlighted medicine labels
and oral presentation by Ss; oral
feedback provided by Ts.
Activity 5: Choose
medicines for your patient.

5.1 Pre-Stage:
Pair Ss up.
Give each group a piece of paper with
the symptoms of a patient (celebrities)
written on it.
Give the instructions of the activity.

Transition to Wrap-Up:
Today we’ve learnt how to
read a medicine label. I’m
sure this will be very helpful
if you get sick and need to

5.2. During Stage:
Ss come up with a medication plan for
the patient. They should pick the
medicine that treats the health
problems of the patient.

T-SS

5min

SS-SS

5min

take some medicines. That’s SS can choose from the medicines
all for today’s class. Now
provided by the T or the ones brought
you can finish the exit ticket. by themselves.
SS should stamp the medicine labels on
a poster and get prepared to give a
presentation about their case to the
class. T monitors in distance and jot
down any mistakes.
5.3 Post-Stage:
Ss present their case.
Ask other SS if they have questions for
the group. (Q&A)
T gives feedback on the presentation.

SS-T-SS

Tangible Outcome & T. feedback/peer
feedback: The posters and the feedback
from both peer and T.

Wrap-up

Lesson Evaluation Procedures: Finish
the exit tickets.

Materials: Text Book, Grammar Book, posters and handouts.

Anticipated Problems & Suggested Solutions: In activity 4, if SS forget to bring any
medicines with them, let them introduce the medicines on p.111.
Contingency Plans (what you will do if you finish early, etc.): If SS finish the activities
earlier than expected, we will do the listening exercise on P.112.

10mi
n