Tom Tom

CLB 5 level


This course is deigned to enable higher stage 1(CLB 4) and/or lower-stage 2 (CLB5) students to communicate with some extent of effort in short, routine social situations, and present concrete information about needs and familiar topics in face-to-face, phone, and digital communication contexts, which could be informal, small, and moderately demanding.


Abc Video, prescription sample, empty OTC medicine sample , video transcript

Main Aims

  • To provide fluency speaking practice in a conversation, discussion, and presentation in the context of Health care and complete the task.

Subsidiary Aims

  • To provide specific information listening practice using a text about Giving personal information, talking to a pharmacist, and clarifying information in the context of Pharmacy


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher will ask students how many names of medicine they can come up with, and divide students into four groups and ask them to guess and categorize these medicine into Tablet(pills), Capsules, and Liquid after explaining what are tablet, capsule and liquid with sample medicine showed to explain visually. Then, teacher will ask each pairs to report the result to the class.

Pre-task (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

1.Play a video of a communication between a patient and a pharmacist assistant and a pharmacist.Hand out a part of the video transcript to the students with some words and sentences missing. 2. Teacher will ask students to think of scenarios of making an request, expressing lack of understanding and asking for clarification, when students should use modal sentence structure, and relevant strategies to complete the filling task.-I’m sorry but I’m not sure (that) I understand; Sorry, I’m not sure (that) I know what you mean; Sorry but I don’t quite follow you(Express lack of understanding); Can you clarify that for me; When you say…, do you mean…?(Ask for clarification); I would like to have my prescription filled. Can(Could) I speak to the pharmacist? Could you please let me what are the side effects?... 3. Hand out model medicine labels to the students and ask them to sort out and categorize them into tablet(pill), capsule, and liquid(drops) to build on knowledge about medicine.

During the task 1 (8-10 minutes) • To provide an opportunity to practice target productive skills

Teacher will relocate the furniture of the class, and rearrange into a layout of a pharmacy. Then teacher divide students into pairs that one student will be the patient, the other will be the pharmacist or an assistant, to practice the sample dialogue using the previously filled handout as transcript. Then, the students will switch the characters and practice it again until every pair has completed the dialogue.

During the task 2 (8-10 minutes) • To reinforce the speaking competence in a broader scenario

After the first role play, teacher will ask students to divide into three large groups and ask each group to pick 1 representative to role-play: first student will be the patient, second one will be the pharmacist assistant, and the third one will be the pharmacist and act out the complete process of getting a prescription or OTC, and get enough information on how to use it safely. Teacher will take notes and help the students when they have difficulties in communicating.

Post-class: Report to the class (6-8 minutes) • To allow students to report on how they did the task and how it went

Ask each group to pick a representative to role play the conversation to the class and other students will take notes only about the positive parts(main take-aways) of the role play. Then teacher will ask another group to write down the categorization onto the board and ask other groups to express different opinions. During the period, teach will take notes about errors students might have made and highlight them at the end of the class.

Closing (3-5 minutes) • To highlight the main errors without naming and introduce the next lesson

To highlight and correct the main grammar errors that impede the conversation by saying that: I have noticed some points that are worth looking at them in details. Then teacher correct the errors and wrap up the class. Lastly, teacher will introduce the topic of the next class.

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