The lesson plan introduces new vocabulary related to illnesses and pharmacies. Students will practice this vocabulary by viewing realia, pictures, and dialogues. They will work in pairs and groups to discuss questions, guess pictures, create sample dialogues, and do role-plays with pharmacy scenarios. The goal is for students at the pre-intermediate level to feel more confident asking for medicine and discussing basic illness symptoms. Group work promotes interaction and language practice.

1. Phase 1 lesson plan
Students and setting:
The students I’m teaching right now are 19-25 years old. They are at pre-intermediate level. Most of them
studied English at school and had private teachers that meant they had one-to-one lessons, some of them went
to English Language centers for quite a long time. Most of them have part time jobs.
Setting :
My students study at Agricultural University of Georgia. There are approximately 15-18 students in class.
Lessons last for 120 minutes three times a week. The classrooms are fully equipped with a whiteboard, free wifi
and a projector. Students also have a free access to a multimedia lab where they prepare projects, power-point
presentations, or just socialize with other students during break.
Lesson background:
In previous lessons, they were sections A,B, C,D of unit 6 which students covered successfully, they got familiar
with first and second conditionals, modals May, Might and should, word building (noun formation), use of ‘get’
e.g get angry/lost and etc. and this lesson is the end of unit 6 ‘Practical English At The Pharmacy’ In this lesson
students will be presented with some realia and handouts from the teacher, form teams and pairs to role-play.
Learning objectives/expected results:
By the end of the lesson students will be better able to practice new vocabulary such as: ’I have a headache and
a cough, I’m allergic to and etc., ask for medicine at the pharmacy, talk more confidently about basic illness
symptoms, deal more freely with the doctor.
Materials and sources:
 Handouts (self-generated), pictures, thermometer, pills (‘coldrex’), a prescription, a hot- water bottle.
 New English File, pre-intermediate, Paul Seligson
Sources :
‘Reconceptualizing International Groups: Grouping schemes for maximizing language learning’. Judith A.
Rance-Roney.
Procedures/timing:
Teacher says/does: Students say/do Approx.
time

2. Shows the students the items such as: a thermometer, ‘Coldrex’ pills,
a prescription and hot-water bottle and asks where they can buy
them.
Answer ‘at the pharmacy’ 2 min
Gets students to ask the following questions in pairs:
‘Do you take a medicine a pharmacist recommends or follow other
people’s recommendations?
‘have you ever had a problem in a pharmacy?
Gets feedback from students
In pairs discuss these questions
and then report back
5 min
Sticks the pictures either on the board or walls and asks students in
pairs to guess what is happening in them.
Gets feedback from students
Discuss them in pairs and
report back
5 min
Presents the language in context by eliciting new words or phrases
(such as: be allergic to, hurt, headache, pills, cough, have a cold etc.)
using the pictures. Clarifies the meaning, models pronunciation and
writes forms on the whiteboard.
Rehearse the new vocabulary 5 min
Gets students to listen to the dialogue in the book and answer the
teacher’s question(for teacher to make sure students understand the
main idea).
Listen to it only once and
report back
5 min
Has students listen to the dialogue again and do individually a gap-fill
exercise related to it. Teacher monitors and assists if necessary.
Then she asks students to change partners e.g turn to the student to
the left/right and check it with him or her.
Distributes the correct answers.
Gives any clarification if necessary.
Listen to the dialogue for the
second time filling the gaps at
the same time and then check it
with his or her partner.
Compare their answers with
teacher’s.
8 min
Forms groups of three or four by having students count 1,2,3
clockwise. Then distributes handouts with some of the new
vocabulary (be allergic to, pills, headache, hurt, pharmacy, cough,
have a cold) and gets students to make up a dialogue. (see HO 1)
Monitors and assists if necessary.
Form the groups with the help
of teacher’s directions.
Make up a dialogue.
15 min.
Rearranges the groups and distributes self-generated handouts.
Explains the task and gets students to role-play, e.g one student is a
pharmacist and the others are customers. (see HO 2)
Monitors and assists if necessary.
Form new groups.
Read handouts and start role-
playing.
15 min

3. Reflection:
At the very beginning of the lesson when the teacher uses realia (a thermometer, pills, a hot-water bottle etc,),
related to the topic, she therefore generates students interest in the topic. Students get more motivated to
know what the teacher prepared for them, or they guess that in this lesson they have to deal with vocabulary
related either to doctors, illness, pharmacy etc. Next teacher uses pictures to present and teach new
vocabulary. It’s sometimes more encouraging for students to learn new vocabulary through colorful pictures
rather than read texts in a monotonous way. All these realia stimulate the mind, and makes the vocabulary
more memorable, the recognition of an object becomes immediate and the elicitation of vocabulary much
easier.
Teacher uses pair and group work to promote students interaction, as working with others gives students the
opportunity to interact with a variety of people, and learn from one another. They also encourage cooperation
which will help students get along in class and increase students’ creativity. When students work together, they
will have more confidence than when completing exercises individually. Moreover, there is a better chance for
self-correction or peer correction. ‘Group work helps students to maximize opportunities for rehearsing,
practicing and engaging in creative manipulation of language’.(‘Reconceptualizing Interactional Groups:
Grouping schemes for maximizing language learning’. Judith A. Rance-Roney.)
This lesson is appropriate for these students because since they are at pre-intermediate level the vocabulary
they learn in this lesson is appropriate for them in terms of difficulty. Furthermore, the group work they
experience teaches them how to communicate simply for a functional language. As a result, they will be able to
handle simple and direct exchange of information at a pharmacy.
Handouts:
 Pictures
1.
2.

4. 3.
4.
5.

5. 6.
 Handout 1
Make up a dialogue using the words below:
be allergic to, pills, headache, hurt, pharmacist, pharmacy, take two every four hours, have a cold,
cough.
 Self-generated handout 2
A (customer) B (pharmacist)
1.Can you -------? 2. What is the -----?
3.I have got-------- 4. What symptoms -----?
5.I have a ------- and ----------- 6. Are you allergic to------?
7.Yes, I am----- to----- 8. No problem. I will------
9. O.k I think I will-------- 10. But take only one ------
11. If I don’t --------- 12. You should see a --------

6. 13. How much --------- 14. They ------ $5.
15. Thank you 15. You are welcome.