Lesson Plan

Class: PEDAL Level 2 Topic: Health Service in the U.S. DATE: 09/29/2023 Teacher: Lillian & Qianyu
Lesson Objectives:
1. SWBAT choose the correct health facility based on the given scenario by comparing the characteristics of the three health facilities.
2. SWBAT write down the basic information of a doctor’s appointment for symptom, day, date, time, and confirmation type after listening to an audio of
a patient making a doctor’s appointment with a receptionist in a phone call.
3. SWBAT conclude the purpose of each dialogue part in the conversation of making a doctor’s appointment by finding out key words or summarizing
key actions.
4. SWBAT perform a role-play activity of making a doctor’s appointment based on the given symptom and schedule by using newly learned vocabulary
and grammar to describe preferred time and symptom.

Strand Activity Stages Differentiation Assessment Key language Resources/ Time

forms/
functions Materials

N/A Warm-up Diagnostic N/A Slides: 5 mins

● Ts greet and welcome Ss; Ts Assessment:
encourage Ss to greet one another 9.29 Clas…
Students are
● Ts take attendance expected to use the
● Ts tell students today’s topic: words “hospital”
Health Service in the United and “pharmacy”. If
States the students do not
● Ts talk about the collected topics know these words,
in previous exit ticket the teacher
● Ts ask students to share their introduces these
experience about healthcare in words.
their home countries
 ○ “Where can you go to see
a doctor or buy medicine
in your countries?”

Meaning Health Facilities hospital 8 mins

-focused Pre-stage emergency
input/La ● T tell Ss that they are going to room (ER)
nguage-f learn some vocabulary and walk-in clinic
ocused sentence structure about health
learning facilities in the U.S.
During-stage
● T teach the words about health
facilities in the U.S.
○ T focus on meaning &
use
○ T use visual aids to
facilitate teaching and
learning
Post-stage
● T transitions to the next activity

Meaning Where should you go? Students will be 8 mins

Focused Pre-stage able to match the
output ● T introduce activity “Where name of the
should you go” facility with the
● T display three scenarios on the
corresponding
slides
scenario.
● T invite Ss to read the three
scenarios
 ● T explain that Ss need to decide
which health facilities should
they go to based on the scenarios
During-stage
● Ss work individually on each
scenario
● Ss share and discuss ideas and
reasons as a whole class
● Ts monitor from a distance
Post-stage
● Ts acknowledge Ss’s contribution
and give corrective feedback for
each scenarios
● Ts transitions to the next activity
Languag ● T asks a transition question: Vocabulary or 10 mins
e-focuse Besides visiting a clinic in phase Before
d person, have you ever made a Listening:
Learning doctor appointment by phone? 1. Schedule
What should you talk about to 2. Date of birth
make a doctor’s appointment? 3. Confirmation
● Ss share their experience 4. Insurance
● T invites Ss to share their provider
experience and conclude the 5. Symptom
overall experience.
6. Receptionist
● T teach the pronunciation and
meaning of key vocabulary in
the listening with examples
(vocabulary for making a
doctor’s appointment)
● T lead Ss to read each word

Fluency Listening: Making a doctor’s Students with lower During stage 1: Listening 22 mins
Develop appointment proficiency level or listening Students will Audio:
ment Pre-stage skills will receive the answer the three
Listening-Sched
● T tells Ss they are going to listen following differentiation. listening questions uling a doctor's
to an audio twice between a correctly in written appointment.mp
patient and a doctor Differerntiation 1: words on the
● Ts invite students to read the 3
receive the transcript of the worksheet.
three questions before listening Listening
and briefly explain the purpose of listening at the first time of
listening During stage 2: Questions:
the three questions:
○ What is the symptom of Students are able to Listening…
the patient? Differentiation 2: summarize the
purpose of each
 ○ What is the day, date, and Instead of writing down the divided listening Transcript
time of the appointment? answer to the three listening transcript in five Chart:
○ What type of questions on the handout, words. Transcrip…
confirmation will the they can underline the key
patient receive after the sentences where the answer
phone call? to the listening questions
During stage 1 come from or circle the key
● T plays the audio without words to answer the
transcript for the first time and let questions.
Ss write down their answer on
paper
● T plays the audio with transcript
for the second time and let Ss
check their answer through script
● T gives the correct answer of the
questions and corrective feedback
to the Ss

During stage 2
● T asks the purpose of each part of
the dialogue
● T gives a demo of how to
summarize the purpose (opening)
● T hand out the transcript chart
● T divides the students into pairs
to discuss the purpose of each
part by filling the transcript chart
● Ss share their answer to the
whole class
 Post Stage
● T checks and summaries Ss
answer and teach important
sequences, contents, and
questions when making a doctor
appointment

Break time! 7 mins

Languag Pre-stage Grammar for 35 mins

e-focuse ● Ts tells students that we are going preferred time
d to look closely at how we can use 1. I am
Learning vocabulary and grammar to available + time
describe our preferred
appointment time and symptoms. 2. I prefer to +
do something +
During-stage 1 time
● Ts present sample sentences to
teach grammar for preferred time
● Ts guides students to come up Vocabulary or
with the grammar structure by phase for
identifying the parts in different symptoms
colors 1. Headache
● Ts conclude the grammar 2. Toothache
structure of telling preferred time 3. Stomachache
● Ts use an example time to ask 4. Earache
students to come up with two 5. Cough
sentences to tell the preferred 6. Fever
time.
 ● Ts give the answer and clarify 7. Allergy
questions that the students have.
Grammar to
During-stage 2 describe
● Ts teach vocabularies or phrase symptom:
for symptoms with visual aids
● Ts introduce grammar structure 1. I have a/an +
to describe symptom symptom.
● Ts use two examples to ask
students to describe a symptom
in a complete sentence.

Post-stage
● Ts give corrective feedback on
the two examples

Fluency Let’s practice! Students with higher Students will be Role-play 20 mins
Develop able to act out a script:
Pre-stage proficiency level and more
ment role play of making
● Ts introduce the role-play activity experience to make
a doctor’s Role-pla…
of making a doctor’s appointment appointments will receive the
appointment by
● Ts divide Ss into pairs following differentiation. reading out loud Role-play
and filling in the Material:
During-Stage (10 mins) Differentiation: blanks of the script Role-pla…
● Ts hands out different context Instead of acting out the role in complete
information to Ss play with the scripts, the sentences with the Role-play
● One S be the patient, and another students will perform the role patient and doctor’s sequence
one be the receptionist play with the sequence schedule. guideline:
● Ss do the role play based on guideline with fewer
role-play:…
previously taught ways to scaffolding and language use
describe symptoms, sequences of control.
 making an appointment, and
vocabulary to use in making an
appointment

Post-stage
● Ts invite one or two pairs to share
their dialogue
● Ts acknowledge Ss’ contribution
and provide corrective feedback

N/A Wrap-up Exit Tick… 5 mins

● T reviews what the Ss have
learned in today’s class
● T hands out the exit ticket
● Ts remind Ss for next class

Anticipated Problems & Suggested Solutions:

- Time management may be an issue due to in-person format .
- Possible solution: for the wrap-up, if time permits, we will let students do the exit ticket in class. If no time permits, we will
make the exit ticket as a homework assignment.
- Technical issues may occur and navigation would require extra time.
- Possible solution: Ts will come to the classroom 30 minutes earlier to set up.
- Numbers of students to form pairs:
- Possible solution: It is possible that the number of students is not even. T will work with one of the students in the role-play
activity if the number of students is not even.