Lesson Plan

Class: PEDAL Level 2 Topic: Health Services in the U.S. DATE: 09/29/2023 Teacher: Lillian & Qianyu
Lesson Rationale:
This is the second two-hour in-person class for PEDAL Level 2 intermediate students, focusing on a highly requested topic as indicated in the first
class's exit tickets: making doctor’s appointments. (Over 90% of students chose this topic.) Given that this session is the first content-focused class
after the initial placement test, the lesson is designed to be less language-intensive, incorporating controlled practice activities. This approach
ensures students can easily follow along and avoid confusion, gradually building up their language skills in a practical context. For class materials,
to enhance authenticity, my partner and I recorded the listening material in this lesson plan, acting as a receptionist and a patient. The material’s
content is derived from a real conversation between my partner and her doctor. This class aims to equip students with practical communication
skills they can utilize in real-life situations, enhancing their confidence and proficiency in engaging in essential day-to-day interactions.
Lesson Objectives:
1. SWBAT accurately assess and select the appropriate health facility (e.g. emergency, walk-in clinic, and hospital) for three different
medical scenarios through individual reflection, collaborative discussions in pairs, and class-wide sharing. Students should correctly
identify the suitable health facility in at least two out of three scenarios, achieving a minimum accuracy rate of 67%.
2. SWBAT answer at least two out of three listening comprehension questions correctly, achieving a minimum accuracy rate of 67%. This
will demonstrate their ability to recognize and understand the meaning of newly learned vocabulary heard in the listening exercise (e.g.,
receptionist, confirmation…)
3. SWBAT perform a role-play exercise in which they schedule a doctor’s appointment, utilizing newly learned vocabulary and sentence
structures (e.g., discussing symptoms like headaches and negotiating appointment times like “I am available…”).

Strand Activity Stages Key language Resources/ Technology Time

forms/ functions used
Materials

Meaning- Warm-up N/A Slides: ; 5 mins

focused ● Ts greet and welcome Ss; Ts encourage Ss to greet one
LP#1 -
input another
 ● Ts take attendance Health
● Ts tell Ss today’s topic: Health Service in the United Service in
States the U.S..pptx
● T1 asks an engaging question to start the session: “Can
anyone share a recent experience related to health or
wellness?” This question invites Ss to share personal
experiences, thereby promoting an interactive learning
environment.
● Ss are encouraged to respond by either raising their hand
or speak the answer directly. This inclusive approach
ensures that all Ss can actively participate with their
comfortable way of communication.
● T1 acknowledge Ss’ participation and share a personal
story about a recent visit to a local clinic for a flu shot T1
describes the experience, focusing on the efficiency and
approachability of the healthcare staff, subtly linking this
to the broader theme of healthcare systems.
● T1 then outline today’s agenda
○ Where should we go to see a doctor or buying
medicine in the U.S.?
○ What is the specific sequence to schedule a
doctor appointment by phone in the U.S.?
○ How to describe our symptoms and schedule
time?
○ React as a real patient and doctor

Language Health Facilities: Where should we go? Health Facilities 20 mins

-focused Pre-stage - Walk-in
Learning ● T2 begins the session by displaying pictures and clinic
+ providing detailed explanations of the three basic health - Hospital
Meaning- facilities in the U.S.: hospitals, walk-in clinics, and - Emergency
focused emergency rooms.
output ○ For instance, T2 explains, “A hospital is a full-
 service health facility for serious conditions and
surgeries. You go here for complex health
issues.” Continuing, T2 presents a walk-in clinic,
“This is suitable for non-urgent care, like a flu
shot or a minor injury.” Finally, T2 discusses
emergency rooms, “You visit here for immediate,
life-threatening conditions, like a severe injury or
heart attack.” These examples help Ss understand
the specific contexts and purposes of each
facility.

During-stage
● T1 provides three short scenarios and invites Ss to read
each scenario out loud to make sure Ss are on the right
track.
○ Scenario 1:You break your leg at 10 p.m. in the
evening. (Expected answer: Emergency Room)
○ Scenario 2:You need a vaccination for travel.
(Expected answer: Walk-in Clinic)
○ Scenario 3: You’ve been experiencing consistent
back pain for weeks. (Expected answer: Hospital)
● Think: After T1 presents the scenarios, each S
individually considers which health facility is most
appropriate for each scenario. They silently reflect on
their choices and the reasoning behind them.
● Pair: Ss then pair up with the person sitting next to them
to discuss their choices. In their pairs, they compare
answers, explain their reasoning, and discuss any
differences in their responses. This stage encourages
peer-to-peer learning and helps Ss articulate their
thoughts more clearly.
 ● Share: Following the pair discussions, each pair shares
their conclusions with the whole class. T1 facilitates this
sharing, typing the Ss’ answers on the slide and listing
out the specific reasons given by Ss. T2 highlights the
open nature of the sentence completion tasks,
encouraging a range of different answers to stimulate
diverse thinking.
● Throughout the sharing process, Ts mainly use elicitation
and reinforcement to provide scaffolding and corrective
feedback. For example, if a S gives the wrong answer of
hospital for scenario 1, Ts may provide guidance by
saying, “Let’s think about the urgency and type of care
needed. Is this condition life-threatening or can it wait
until the next day?”
● After a S responds, Ts can reinforce the key
characteristics of each facility. For example, “Yes, an
emergency room is for immediate, life-threatening
conditions. A broken leg at night is a good example of
when to use it.”

Post-stage
● T2 summarizes key points about each health facility,
reinforcing the correct contexts for their use. “Remember,
hospitals are for complex issues, walk-in clinics for
routine matters, and emergency rooms for urgent
conditions”
● T2 introduces the next activity by linking the learned
concepts to real-life application. “Now that we
understand where to go for different health issues, let’s
explore how to describe symptoms and make
appointments. We’ll start with a listening exercise
 featuring conversations in these settings.”

Meaning What is the sequence of making doctor appointment? Vocabulary and Listening 25 mins
Focused Pre-stage phase Before Questions:
Input ● T1 transitions from the previous activity by asking, Listening:
Listening
“Have you ever made a doctor’s appointment by phone, 1. Schedule
+ Questions
Language besides visiting a clinic, hospital, or emergency room in 2. Date of birth
person?” 3. Confirmation Transcript
-focused
● As ss share their experiences, T1 listens for key 4. Insurance Chart:
Learning
vocabulary related to making appointments, such as provider Transcript-
schedule, confirm, and available time, and notes which 5. Symptom doctor's
terms Ss are already familiar with. (headache, appointment.
docx
● T1 identify the terms from the planned vocabulary list not toothache,
mentioned by Ss, focusing more on teaching these as they stomachache,
represent gaps in the Ss’ current knowledge. cough, diarrhea)
6. receptionist
During stage 1
● After learning related vocabulary, T2 informs Ss they will
listen twice to a real dialogue between a patient and a
doctor and answer three questions to check their
understanding of the conversation's context, details, and
newly learned vocabulary.
● Before listening, T2 displays three critical questions on
the board and explains their purpose, while T1 hands out
the printed listening questions with blank space to each
student:
○ “What are the patient’s symptoms?”
○ “What is the day, date, and time of the
appointment?”
○ “What type of confirmation will the patient
receive after the phone call?”
 ● Ts may invite Ss to read the three questions aloud to
reinforce their understanding. If a S struggles with the
first question, Ts might provide additional scaffolding
with a detailed explanation and guided questions, such as
“What complaints or issues might someone have that
would lead them to call a doctor?” This helps Ss connect
the vocabulary with its practical use.

During stage 2
● First listening: T2 plays the audio at 0.75 speed,
allowing Ss to listen carefully and try to answer the three
questions based on their initial understanding. (Ss have 3
minutes after the audio to answer the questions.)
● Second listening: The audio is played again at normal
speed, with T2 pausing at key points to highlight the
sequence of making an appointment and how it aligns
with the Ss’ answers.
● Answer Review: Before revealing the correct answers,
T1 hands out the printed script with written purposes for
each part of the dialogue (e.g., opening, check-in…). Ss
first check their answers by themselves with the script.
T2 then asks volunteers to share their answers and type
the answers that the Ss share in questions’ Google Doc.
T1 emphasized how each part of the dialogue contributes
to the overall sequence by saying, “In the dialogue, after
basic check in, the receptionist first asks the patient’s
symptoms, which is an important initial step. Next, the
receptionist suggests a date and time, showing how
scheduling is done. Finally, the doctor confirms the
appointment details, demonstrating the final step of
confirming an appointment...” This explanation helps Ss
 understand the logical flow and the importance of each
step in the appointment-making process.

Post Stage
● T1 summarizes the key steps (e.g. opening, check-in,
name, DOB, insurance provider, symptom, schedule time,
phone number, confirmation, and closing) in making a
doctor’s appointment, reiterating the new vocabulary and
phrases.
● Ts ask Ss to briefly outline how they would make a
doctor’s appointment, using the vocabulary and structure
learned, to ensure comprehension and application of the
lesson.

Break time! 5 mins

Language How to describe your symptoms and schedule time? Grammar for 30 mins
-focused Pre-stage preferred time:
Learning ● T1 begin the session by telling Ss that we are going to 1. I am available
look closely at how we can describe our preferred + time
appointment time and symptoms with specific and clear
sentence structure. Grammar to
describe
During-stage 1 (Grammar for preferred time) symptom:
● T1 present sample sentences related to scheduling 1. I have a/an +
appointments. symptom.
● In the slide, Ts used color-coding to highlight different 2. She/he has a/an
parts of the sentence: subject and verb in black, time + symptom.
expressions in orange (e.g., “I am available [black] on
Monday [orange]”).
● After displaying the sample sentence with color coding,
 T1 will use inductive teaching to guide Ss through the
process of identifying and understanding each part’s
function. For instance, T1 might show a sentence like “I
am available on Monday morning.” and asks Ss questions
like, “What part of the sentence tells us the action?” and
“Which part specifies the time?” This discussion helps Ss
to infer the grammar rule: Subject + Verb (expressing
availability) + Time Expression. This interactive method
ensures Ss actively engages with and understands the
sentence structure for expressing available appointment
times.
● T2 displayed an example schedule for a patient with
available time for appointment with specific date and
time. T2 ask Ss to create a sentence using the structure
we taught, based on the provided schedule
● When Ss share their answer, the corrective feedback that
T2 uses if a S gives a wrong answer is mainly prompting
self-correction and restating with correction. For
example, “Can you take another look at the verb in your
sentence? Does it correctly express a preference?” and if
a student says, “I available on Monday,” T2 might
respond, “You mean, ‘I am available on Monday’?”
● When a S uses the structure correctly, Ts will
acknowledge this to reinforce positive learning, such as,
“Excellent use of ‘available’ to express your choice of
appointment time.”

During-stage 2 (Grammar for Symptom)

● T1 presents sample sentences related to describing
symptoms.
● In the slide, Ts used color-coding to highlight different
 parts of the sentence: subject and verb in black, symptom
in orange (e.g., “I have a [black] severe cold [orange]”).
● After displaying the sample sentence with color coding,
T1 will use inductive teaching to guide Ss through the
process of identifying and understanding each part’s
function. For instance, T1 might show a sentence like “I
have a severe cold.” and asks Ss questions like, “What
part of the sentence tells us the action?” and “Which part
specifies the symptom?” This discussion helps Ss to infer
the grammar rule: Subject + Verb (have/has) +
Symptoms. This interactive method ensures Ss actively
engages with and understands the sentence structure for
saying symptoms.
● T2 displayed an example picture that show a symptom.
T2 ask Ss to create a sentence using the structure we
taught, based on the provided picture.
● When Ss share their answer, the corrective feedback that
T2 uses if a S gives a wrong answer is also prompting
self-correction and restating with correction. When a S
uses the structure correctly, Ts will acknowledge this to
reinforce positive learning.

Post-stage
● T1 asks Ss if they have any questions or need
clarification on the topics covered.
● T1 transitions to the role-play activity, explaining that Ss
will now apply what they’ve learned in a simulated
doctor’s appointment scenario.

Meaning- Role-play: Making doctor’s appointment Role-play 30 mins

focused Pre-stage format:
output + ● T2 start the session by explaining the instruction of role- Role-play
Fluency play activity and emphasizing the importance of using format.docx
Develop appropriate vocabulary and structures learned in previous
Role-play
ment lesson Information:
○ T2 instructs the class, “In this activity, it’s your
turn to practice making a doctor’s appointment. Role-play
You will work in pairs, with one of you acting as material
the receptionist and the other as the patient. Read
the scenario provided for your role and use the
script we have as a model for asking and
answering questions. This is an opportunity to
apply what you’ve learned in a realistic
conversation.”
● T2 divide Ss who are sitting together into pairs, making
sure there’s a mix of abilities in each pair to foster peer
learning and support.

During-Stage (10 mins)

● T1 hands out printed scenarios and script with different
contexts and roles (patient/receptionist) to each pair.
● One S in each pair plays the patient, describing their
symptoms and preferred appointment time based on the
provided schedule, while the other plays the receptionist,
asking relevant questions and scheduling the
appointment.
● Ts circulate the room, offering support and guidance.
○ Ts observes how Ss interact and manage the
conversation, making sure they are asking and
answering questions in a logical and coherent
manner. Also, encouraging quieter Ss to
participate and offering support to those who
 might be struggling.
Post-stage
● 2 Select pairs are invited to perform their dialogues in
front of the class.
● Ts provide corrective feedback, focusing on positive
reinforcement and gentle correction of language errors.
○ Feedback examples: “Great use of vocabulary! In
this sentence, you might say ‘I have been feeling’
instead of ‘'I am feeling’ for symptoms over
time.”
● T1 summarizes key takeaways, highlighting effective
communication strategies and common areas for
improvement.
Differentiation:
Increase Complexity
 Provide more complex scenarios involving multiple
health issues or intricate appointment scheduling needs
and let Ss change roles for different scenario.
Decrease Complexity
 Ts give each S 5 mins practice time to see their scenario
and practice what they will say before they begin role-
play, which reduces anxiety and builds confidence.

N/A Wrap-up 5 mins

● T2 begins the session review by first asking Ss to share
what they learned. “Can anyone summarize what we
covered today?” After student input, T2 adds any key
points that were missed and reviews the main learning
outcomes.
● T1 hands out exit tickets, providing a final opportunity
for Ss to ask questions or express concerns from today’s
 lesson. Ts address these questions.
● Ts thank Ss for their participation and remind them of the
date, time, and location of the next class.

Anticipated Problems & Contingency Plans:

- 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.