Health

Chao-Lung Hung

Morrie_Hung
LESSON PLAN ONE (Part 1)
Course/Qualification:
Tutor: MORRIE_HUNG Subject: EFL
Intermediate
Week Number: 24 Date: 27/1/2017 Location:

Topic: Health

Previous knowledge of topic required to ensure successful learning in this

session: - (this needs to be confirmed and re-capped)
Students have some knowledge about pronunciation rules.
Students are able to describe their body conditions and possible reasons.

Aim of session (Teachers intentions)

To make the learners know and understand the utterance of native speakers
while doing a communication.
To be enable to speak more efficiently, smoothly in spoken language.
To learn some useful pattern of health-related sentences in real-life
conversation at a hospital.
To trigger students study interesting by using different activities.

Learning Outcomes/Objectives (By the end of the lesson the learners

should be able tothree objectives are usually enough)
To be able to say connected speech when seeing sentences in written form.
To be able to use health vocabulary effectively and respond properly in some
certain situations.
To be able to let doctor know your body conditions.
How and when will you confirm that each student has met the learning
outcomes (see also assessment column over)
Monitoring of practice phase.
Ask concept checking questions (CCQ)
Feedbacks from the activity

How will you meet the different needs of individual students (differentiation)?
Handouts of various colors and print styles for visual learners.
Overhead projector of different types.
Matching cards for Kinesthetic learners.
Variation of abilities into individual / pairs/ group work.
Writing students responses on blackboard.

Morrie_Hung
Materials.
Matching cards/ pictures/worksheets/ connected to youtube.com

Problems and Solutions: (Are there any particular problems to anticipate

and how would you solve them?)
Students may be unknown the rules of Elision, Linking and Assimilation.
Students may(What
Self-Evaluation: be unnoticed the sentence
went particularly patterns
well, what wouldin responding
you health
do differently to
questions.
Students may be unfamiliar with some vocabularies, idioms or expressions.
Solve by drilling skills or write the meanings on the board and explain them.

Self-Evaluation: (what went particularly well, what would you do differently to

improve the session, what key information do you need to take forward to the
next lesson)

What I liked about my lesson

Teach about connected speech.

What I disliked about my lesson

What I would change about my lesson.

Morrie_Hung
Lesson Plan ONE (Part 2)
Student Aim
Reading activities:
To be able to speak more
efficiently and smoothly in
spoken language
To be able to guess how to
pronounce when some words
are linked together
To be able to identify the
missing sounds and know how
those words be omitted in a
sentence.
Speaking activities:
To be able to use health
vocabulary, phrase to express
your feeling or conditions.
To be able to recognize idioms
on health.
To be able to answer questions
from a given situation.
To be able to describe your
health conditions to a doctor.
Name __Morrie_Hung_____________ Date__27/1/2017________
Student Activity Inter- Teacher activity Checking of learning Timing
action
Students take it in turn to read Pairs Eliciting to relative rules and write it CCQ, and feedback from the class. 5
loud a description of a short down on the board if needed. minutes
paragraph.
T Explain how to pronounce them in a Check answers that students
Guess how to fast speak a /Class sentence rather than focus on feedback. 5
sentence or even a paragraph. individual words when necessary. minutes
Listen to the differences between Pairs Arrange a couple of pairs who are Monitoring students answers by 15
native and non-natives speak on made up of A/B pair (a native and walking around the room minutes
the same paragraph. non-native student) on the stage to
read the same paragraph in front of
Ask teacher as a resource when whole students. Acting as a resource during
meet unfamiliar words or sounds. practice, and providing feedback
with limited correction.
Work in pairs to do the role play, Pairs Monitoring students are working on Monitor and help where necessary. 15
one student act as a doctor and the task and help them if they need minutes
the other is a patient who explanation related to the task. Monitor and note down any
describe his or her body common pronunciation errors for
conditions for help. Write down later feedback.
the possible problems and give Help students with unknown words
feedback to the class. Ss change and pronunciation if necessary. Ensure that students have
roles and role-play the second answered the questions in a
situation in the same way complete sentence.
Draw a word web on the board and
Using cards to answer a variety of Pairs write down common healthy Write some vocabularies down on 5
different level body conditions. problems which easily come down the blackboard which students ask minutes
Discuss personal experiences oh to people. for help during the conversation
health problems in what you got Pairs activities. 5
and how to fix them at the end. minutes
Morrie_Hung
LESSON PLAN TWO (Part 1)
Course/Qualification:
Tutor: MORRIE_HUNG Subject: EFL
Intermediate
Week Number: 24 Date: 27/1/2017 Location:

Topic: Health

Previous knowledge of topic required to ensure successful learning in this session: -

(this needs to be confirmed and re-capped)
Students have studied vocabularies, idioms, expressions and some sentence patterns
in terms of health.
Students have already known some names of medicine.

Aim of session (Teachers intentions)

To be aware of spelling errors during listening and vocabulary activities.
To familiarize students with some health-related vocabulary in real life conversation at
a pharmacy.

Learning Outcomes/Objectives (By the end of the lesson the learners should be
able tothree objectives are usually enough)
To be able to use health vocabularies in communication.
To be able to understand and match the activity.

How and when will you confirm that each student has met the learning outcomes (see
also assessment column over)
Monitoring of practical phase: students feedback.
Concept check questions at various stages.

How will you meet the different needs of individual students (differentiation)?
Visual: picture and actions of the various emotions.
Kinesthetic learners: moving around and asking questions relating to solutions.
Interpersonal learners: group work and interaction.
Intrapersonal learners: individual activities and worksheets.

Morrie_Hung
Materials.
Internet (Youtube.com), worksheet

Problems and Solutions: (Are there any particular problems to anticipate and how
would you solve them?)
Students may not be totally catch or understand the conversation in the listening
part.
Self-Evaluation: (What went particularly well, what would you do differently to
Solve by playing the recording twice.
Students may not be familiar with the role play activity.
Solve by giving them instructions to follow up.

Self-Evaluation: (what went particularly well, what would you do differently to

improve the session, what key information do you need to take forward to the next
lesson)
What I liked about my lesson

Teach about connected speech.

What I disliked about my lesson

What I would change about my lesson.

Morrie_Hung
Lesson Plan TWO (Part 2)
Student Aim
Listening activities:
To be able to listen to details and
for specific information.
To be able to recognize the
problem in each case
To familiarize students with some
health-related vocabulary in real life
conversation at a pharmacy.
Vocabulary activities:
To be able to understand some
idioms, phases, expressions in
terms of health in the matching
activity.
To be able to produce the language
in a conversation way.
Student Activity
Listen to conversations twice and
then fill out the blanks on the
worksheet. Compare the answers
with others and give feedback when
teacher asks.
Students to complete exercises
Role-play:
Students take in turn to act as
pharmacist and the other as a
customer or patient using those what
just learned and according the
pictures on the worksheet and then
create your own stories at a
pharmacy.
Do match the gap-filling exercises
with provided table and to guess the
meanings of the unknown words by
means of using the context.
Role-play:
students create their own sentences
using the words in the table box in
order to make memory longer.
Name __Morrie_Hung_____________ Date__27/1/2017________
Inter- Teacher activity Checking of learning Timing
action
Individu Provide authentic listening by playing Monitor gap-filling exercise and check 15
al several short conversations which take answers that students feedback. minutes
place in pharmacy through Internet
(You-tube video) Pay attention to students answer
worksheet whether there are left a lot of
Get students to complete exercises. blanks on it or not.
T /Class
Act as a resource during practice and Ask students if they need to listen to
provide feedback with limited correction. more times.
Pairs/Gr 10
oup Make sure no any technical problem Check activity is carried out in the minutes
occurred when playing the video from required way.
internet.
Use of CCQ questions.
Individu Give the suitable answers to the class, Monitoring students answers by walking 15
al/pairs may be the answer not just only one. around the classroom. minutes
Asking students to compare with the
answers, nominating students to give Vocabulary feedback and correct
their answers to class. pronunciation.
Help students to rephrase sentence if
Pairs they are struggling. Use mix ability CCQ, and feedback from the class. 10
pairing. minutes
Have students write his or her own
Write down a few unfamiliar idioms or words of the concept to check students
informal usages on the board for understanding.
students reference.
Morrie_Hung