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Peilin Li
Lesson Plan 1

Lesson Plan 1
Class: 307 Adult English Topic: Health Service in the U.S. Format: Virtual (Zoom)
Date: 11/16/23 Teachers: Peilin Li & Sally Chen
Learners: 3-4 Adult Learners Proficiency Level: A1-A2 Teaching Site: Northeast Academy of Philadelphia

Lesson Objectives:
● SWBAT orally match three types of common health facilities in the U.S. with different ill health conditions.
● SWBAT identify the sequence of booking a doctor’s appointment and orally state their health ailments using learned new vocabulary and
grammatical structures.
● SWBAT schedule a doctor's appointment in the role-play activity between a patient and a receptionist, sharing to the whole class
discussion.
Lesson Rationals:
Learners talk about the recent pandemic and flu in our WeChat group. One learner shared her challenging experience of describing symptoms at
the pharmacy.
Activity Activity Stages Technology Key Language Resources/ Time
Focus Used forms/ Materials
functions
Strand
(Nation,
2007)

Meaning- Introduction Zoom Vocabulary Slides: 10 min

focused ● Ts greets and welcomes Ss to class. and Phrases: EDUC 8215
output ● T1 restates the recording policy by screen-sharing the slides. SLIDES 2 -
● T1 shares the results of Exit Ticket #9 to emphasize feedback is N/A PEILIN.pptx
significant for us. Ts encourage
● T1 introduces today’s topic: Health Service in the U.S., and briefly Ss to unmute
describes 5 aspects of today’s agenda. themselves
Warm-up to participate
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● T1 invites Ss to discuss questions: in discussing

Where can you go to see a doctor or buy medicine in your home
country?

Meaning- Types of health facilities Zoom Vocabulary 35

focused Pre-stage: and Phrases: min
input ● T2 introduces new vocabulary and phrases about three types of health encourage Hospital
facilities with explicit definitions and L1 translation: Ss to unmute Emergency
Language- ○ Hospital themselves Urgent Care
focused ○ Emergency Room to participate Receptionist
learning ○ Urgent Care in discussing Date of birth
During-stage (discussions & blank-filling): Insurance
Meaning- ● T2 verbally walks Ss through three ill health condition scenarios where provider
focused Ss need to figure out which health facilities they need to go to. Symptom
output ● T2 gives the instructions following two steps precisely: Schedule
○ Ss read the three scenarios and choose the correct answers Confirmation
○ Ss write down their own answers on a piece of paper or type
down answers on electronic devices.
● T2 encourages Ss to share with the whole class.
Post-stage:
● T2 transitions to the sequence of making a doctor’s appointment.
Making a doctor’s appointment
Pre-stage:
● T1 invites Ss to discuss the question: have you ever made a doctor’s
appointment in the U.S. before?
○ Ss answer the question
● T1 tells Ss that we are going to watch a video to look at the overall
sequence of making a doctor's appointment:
○ Before watching, T1 raises Ss’ awareness of the three listed
questions on the right side of the slide.
○ T1 plays the video for the first time.
○ T1 nominates some Ss to answer the questions* and checks
their understanding.
○ T1 plays the video again to deepen the sequencing impression
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about making a doctor’s appointment.

During-stage:
● T1 displays six appointment-making background vocabulary one by one
(with detailed descriptions, examples, and L1 translation):
○ Receptionist
○ Date of birth
○ Insurance provider
○ Symptom
○ Schedule
○ Confirmation
Post-stage:
● T1 allows Ss to practice the learned vocabulary with fill-in-the-blank
activities*.

N/A 5-minute study break Zoom N/A N/A 5

● Ts reminds Ss to return to class on time. chat box min

Meaning- Vocabulary and grammar (specific on symptoms and time) Zoom Vocabulary: 20 min
focused ● T1 reminds Ss to return to the learning phase by introducing new Headache
input vocabulary and grammar knowledge. encourage Ss Stomachache
● New vocabulary to describe different types of symptoms is introduced to Toothache
Language- by T1: unmute Cough
focused ○ Headache themselves Fever
learning ○ Stomachache to participate Allergy
○ Toothache in discussing (swollen)
Meaning- ■ The suffix “-ache” is explained with the meaning of
focused continuous pain or discomfort in some part of the Grammatical
output body. sentence
■ Sentence structure I have a/an + symptom is structures:
introduced that T1 gives examples of describing three I have a/an +
symptoms according to corresponding illustrations symptom
(samiliar instruction used in next three vocabs). I’m available +
○ Cough time
○ Fever I prefer/would
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○ Allergy (swollen) like + to do

■ samiliar instcution as above. something +
○ Ss are invited to create sentences* according to visual prompts ( time
grammatical sentence are required)
■ Stomachache
■ Fever
● T1 introduces two sentence structures to talk about the preferred time
during making a doctor’s appointment:
○ I’m available + time
■ Three example sentences are listed as illustrations
○ I prefer/would like + to do something + time
■ Three example sentences are listed as illustrations
○ Ss are invited to create sentences* according to visual prompts (
grammatical sentence are required)
■ Saturday, November 18th, 3:00 p.m.

Meaning- Role-play activity (info gap) Zoom N/A Activity 25 min

focused Pre-stage: breakout Worksheet
output ● T2 goes over the gists of role-playing activity with Ss and reminds Ss to rooms Patient:
use the vocabulary & grammatical structures just learned (slide shows Lesson #10
detailed information). Zoom chat Activity
● T2 checks Ss’ understanding of the activity process and asks for box Worksheet --
questions. Patient
○ T1 allocates students to half (play the role of patients ) and half Google docs Receptionist:
(play the role of patients) https://
(*evenly allocate pair with relatively the same English docs.google.co
proficiency level). m/document/d/
■ The students who play the roles of 13MlAKPLdqIv
patients/receptionists can only open the 1F3U9LWUpyr
patients'/receptionists' worksheet. PkFnFKyojj7eK
● T1 assigns Ss into breakout rooms, sends the links of the two activity RZKHI1nY/
worksheets to the chat box, and reminds Ss about the time. edit?
Durnig-stage: usp=sharing
● Ss practice turn-taking in pairs. T2 visits each breakout room and
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monitors Ss’ implementation.

● T1 reminds Ss when there are only 2 minutes left.
Post-stage:
● T2 brings Ss back to the main room.
● T1 recognizes Ss engagements and encourages Ss to share with the
whole class.
● T2 invites all pairs to share their conversation dialogues to assess
discussion results in each pair** and gives proper feedback when
necessary.
● T2 concludes the activity by complementing Ss’ effort and progress.
● T1 moves on to wrap-up

N/A Wrap-Up Zoom N/A Exit Ticket 5 min

● T2 asks Ss to recall what has been learned today and type their answers #10:
on the slide and quickly compares Ss’ answers with Ts’ summary. Google https://
● T1 sends the Exit Ticket#10 link to the chat box and reminds Ss to fill it forms forms.gle/
out. sVvsQfvJNYh
● Ts say goodbye to Ss and welcome Ss to stay in the room if they have Google docs BEkXx6
any questions Review Sheet:
Adult 307 -
lesson 10 -
REVIEW
SHEET

*Differentiation:
● If Ss with low English proficiency do not volunteer to participate, Ts pay more attention in class and call on them to share thoughts or
answer questions to follow up on their learning.
**Assessment: whole class sharing
● Ss meet the learning objective - successfully schedule a doctor’s appointment with the pair
● Ss do not meet the learning objective - cannot schedule (available time is different for pairs)
Homework:
● Exit Ticket #10
● Review Sheet #10
Anticipated Problems & Suggested Solutions:
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● If there is an odd number of students in the class, one of the T and the left one S will work together during the pair activity.*
● Ts may do a roll-call on students if there may not be volunteer answers at first in class.
Contingency Plans:
● If time is limited, Ts will ask if Ss are comfortable skipping the study break time.