Lesson plan written by: Rka krdi

Topic: Health and illness

Lesson Plan
Target group: students aged 16, with learning difficulties (dyslexia
and/or poor basic skills)
Topic of the lesson: Reading medicine labels
Objective: this lesson is about reading and understanding medicine
labels. It provides learners with essential vocabulary to how to take
medicines. At the end of the lesson the students will identify the most
important words of a label and they can read a simple label and follow
its instructions.

Warm-up and Objective Discussion

Warm-up exercises:
(Please, dont forget that it is a class especially designed for students with
learning difficulties such as dyslexia or poor basic skills.)
0. Cut the flash cards out (Annex I. pages 5-8).
1. Revise the vocabulary learnt last time. Show pictures and their names to the
students. They have to name the pictures this time the written form can help
them. (page 5)
2. Show pictures and the first letter of their names to the students. They have to
name the pictures this time the first letter can help them. (page 6)
3. Show pictures and some letters of their names to the students. They have to
name the pictures. This time if there are only 2-4 students in the group the
teacher can ask them to write down the words in their exercise book. Then the
teacher can check quickly the written form. (page 7)
4. Show students only the pictures without the written form of the words and the
students have to name the pictures. (page 8)
5. Show students one or two medicine bottles and one or two pill boxes. Point at
the labels and ask again their name. Then ask students what they can find on
such a label and why these labels are important for us.
6. Objective Discussion:
Tell students that this lesson is about reading and understanding medicine labels.
It provides learners with essential vocabulary to how to take medicines. This
lesson also gives reading practice. At the end of the lesson the students will
identify the most important words of a label and they can read a simple label and
follow its instructions.

Instruction and model

The aim of this exercise: learn frequency expressions as it will be displayed on
the medicine labels that students should read at the end of this lesson
(Please, dont forget that it is a class especially designed for students with
learning difficulties such as dyslexia or poor basic skills.)
0. Cut the flash cards out. (Annex II. pages 9-10). Image and its name
(indicated with some letters) go together. At this level students with learning
difficulties need this help for having success in communication.
0.1. Put the time expression chart on the wall. (Annex III. page 11)
0.2. Put a calendar on the wall.
Teach
1. Explain and teach to the students the frequency expressions as they are on the
chart (once a day, twice a week etc.). Use the calendar and the frequency
expressions chart for your explanation.
2. Show students one flashcard. Eg.

go

sw _ _ _ _ _ _

Tell them that

I go swimming once a week. (pointing at yourself)
Use the chart, the calendar and the flashcard for your explanation.

Model
3. Show the next flashcard to the students and ask them:
- What do you think how often I ride my bike?
-
Then tell them eg.:
- Yes, I ride my bike twice a day.

Then continue the same modelling with the other flashcards.

Question
4. Give the students the first worksheet (Annex IV. pages 12-13) and ask them
to fill in with the help of the flashcards and the frequency expressions chart. Ask
them to write information about themselves.

5. Form pairs of your students.

6. Ask your students to tell their personal informations to their partner. First, one
of them talks about his/her worksheet (I ride my bike once a month etc.) and the
other fills in the blank worksheet about his/her partner. Before the exercise we
hand out a new worksheet (Annex V. page 13).
7. The students present their partners to the class (He/She eats fruits twice a day
etc.)

Guided practice
(Please, dont forget that it is a class especially designed for students with
learning difficulties such as dyslexia or poor basic skills.)
The teacher displays the following pictures and he/she practices with the
students the next questions (Annex VI. pages 14-15). The teacher always
displays the question as well. Then he/she reads it aloud and asks students to
answer the question. Then the teacher writes the answer on the flipchart.

Less-guided practice
Put the students into pairs. Give them the next worksheet (Annex VII. pages 1618) and they have to fill in the sentences together. Tell learners they can use the
vocabulary cards from Warm-up exercise to help them if they wish.
The teacher monitors and assists if learners require it.
Then the teacher elicits correct answers and write them on the board.

Independent practice
Give each student a copy of the next worksheet (Annex VIII. pages 19-20).
Have the students read the labels and answer the questions with whole
sentences (in writing). The teacher monitors and assists if learners require it.

Assessment activity:
Put the students into pairs. Each student receives a paper with three different
medicine labels and another worksheet with the pictures of three pill holders
(Annex IX. pages 21-23).
1. Student A is the chemist and reads his labels to student B who is the patient.
Student B draws pills or spoons in his pill holders following the instructions given
by student A.
2. Student B is the chemist and reads his labels to student A who is the patient.
Student A draws pills, capsules or spoons in his pill holders following the
instructions given by student B.
3. Students A and B check their pill holders together while reading together their
worksheets.
4. The teacher checks students pill holder drawings.

Annex I. Flashcards

a spoon

medicine

capsules

a
prescripti the doctor the nurse
on

a label

tablets

the
chemist

m_ _ _ _ _ _ c_ _ _ _ _ _
s_ _ _ _
_
_

a p_ _ _ _ _ _ _ _ _ the d_ _ _ the n_ _ _
___
__
_

l_ _ _ _

t_ _ _ _ _ _

the c_ _ _ _
__

_ p_ _n _ed_ _ _ _e

a
_re_c_ _ _ _
_on

_ab_ _

the

_o_ _
__

_ _ _l_t_

_ _p_ _les

the

___
_e

the
_ _ _ _ _st

Annex II. Flashcards

r_d_

go

a
_

b__

sw _ _ _ _ _ _

br _ _ _ my
___

___

t_

fr _ _ _ _

r___ a
newsp _ _ _ _

____

a
_

b__

w____ a
mov _ _

check

my
___

e_

Annex III. (time expression chart)

0 = never
1 = once
2 = twice
3 = three
times
4 = four times
5 = five times
6 = six times
7 = seven day
a week = daily

SMTWTFS

a week

1234567
8 9 10 11 12
13 14 15 16
17 18 19 20
21 22 23 24
25 26 27 28
29 30 31

a month

JFMAMJJASO
ND

a year

Annex IV. My habits My partners habits

My habits:

I
I

Annex V. My parners habits

My partner:
eg. He/She/Peter goes swimming four times a month.

Annex VI. Guided practice Worksheet

1. Take __ t _ _ _ _ _
2. __ t _ _ _ _ daily.

Take 1 tablet
2 times daily
until finished

3. Take __ c _ _ _ _ _ _ _ .
4. _ t _ _ _ _ daily.
5. For _ week.

Take 3
capsules 2
times daily
for three

6. Take __ s _ _ _ _ .
7. _ _ _ _ t _ _ _ _ a w _ _ _ until _ _ _ _ _ _ _ _.

Take 2
spoon 4
times a
week
until
finished

Annex VII. Less-guided practice

The pictures and the questions:

What is this?

What is this?

What is this?

What is this?

How many tablets should you take each time?

How many times a day should you take the tablets?
How long should you take the tablets for?

Take 1 tablet
twice daily
for a week

How many capsules should you take each time?

How many times a day should you take the capsules?
How long should you take the capsules for?

Take 2
capsules 2
times daily
for a month

How many spoons should you take?

How many times a day should you take the medicine?

Take 1
spoon 3
times a
week
until
finished

Annex VIII. Independent practice Worksheet

How many tablets should you take each time?
How many times a day should you take the tablets?
How long should you take the tablets for?

Take three
tablets three
times daily
for a week

How many capsules should you take each time?

How many times a day should you take the capsules?
How long should you take the capsules for?

Take two
capsules four
times daily for
a month

How many spoons should you take?

How many times a day should you take the medicine?

Take 2
spoon s
once a
week
until
finished

Annex IX. Assessment activity

Worksheet student A:

Take 2
tablets 3
times daily
until finished

Take 1
capsule 2
times daily
for three

Take 2
spoon 4
times a
week
until
finished

Worksheet - student B:

Take 1 tablet
2 times daily
until finished

Take 4
capsules once
daily for three
weeks.

Take 1
spoon 4
times a
week
until
finished

Worksheet for every student with pill holders:

1.

2.

3.