selin selin

Upper Intermediate level


In this lesson, the Ss will learn some useful vocabulary to describe symptoms through a text copied from the course book and practice TL


Abc Role-play activity
Abc Fill in the blanks
Abc tablet of preparing an advice
Abc Matching exercise

Main Aims

  • By the end of this lesson, the learners will be better able to talk about their opinions on illness and syptoms
  • To provide fluency and accuracy speaking practice in a role-play and discussion in the context of illness

Subsidiary Aims

  • To provide review and practice of symptoms in the context of illness


Lead-in (3-5 minutes) • To generate interest in the topic/theme of the lesson

Divide the Ss into the groups of three. Introduce Ss to the topic through personalization. Ask Ss these questions on WB (ppt) and tell them to discuss the questions. *Do you think people ever pretend to be ill in order to miss school /work? *Have you ever pretended to be ill in order to miss school /work? *Do you think people are sometimes genuinely ill but exaggerate their symptoms for some reason? *Which illnesses are the easiest to fake? Give feedback by asking "Who has pretended to be ill?" Why?" "Which illnesses are the easiest to fake?" Why?"

Preparing to speak (8-10 minutes) • To provide a model of production expected in coming tasks

Regroup the Ss and give instruction; tell Ss they will look at some words related to symptoms."There are 9 words and 9 meanings.Match the words with their meanings"and then give one set cut-ups per group of 3. Give the answer key and tell them to check the answers. Early-finishers can peer-check. Ask them "Is there any word which you haven't heard before?" Clarify the meaning of the words with CCQs and miming if it's necessary. Present the exercise on WB and ask them to find the correct answers with their partners and write them on WB.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Present the questions on WB and ask them to discuss them in their group. Which of the ten symptoms would you go to the doctor for? What would you do or take to treat the symptoms? What are the possible causes of the symptoms? Give feedback by asking questions; "Which of the ten symptoms would you go to the doctor for?" "Why?" Group Ss into 3 and present the symptoms. Ask them to think about these and prepare an advice for each of them. Give feedback by saying the symptoms one by one to different Ss.

Speaking Task (18-20 minutes) • for learners to practice their oral fluency in relation to illness/health

Present a matching exercise and give instructions; "Match the sentences 1-9 to the situations a-c" They will do this activity in pairs. Give the answer key. Put Ss into A and B pairs and name the As "boss" and Bs "calling in sick" Give the instructions; "Read your situation and be prepared for your role" by showing the role-cards. Give the role-cards and monitor them. When they finish, name them "chemist" and "customer" and give the other role-play cards. After that, name "doctor" and "patient" and give the last role-cards. Keep monitoring and make notes for the error correction part.

Feedback and Error Correction on oral task (3-5 minutes) • To provide feedback on students' production and use of language

Make error correction on WB and ask yes/no questions. Put the Ss in different groups and ask them to do the role plays again with different partners.

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