Copy of Health & Illness
Upper Intermediate level
To review and practice phrases used to show sympathy and give advice in the context of illness
To practice speaking for accuracy and fluency
Introduce context of illness by asking students about their health. Then brainstorm by elicit examples of illness from students. Students call out examples of illnesses that they know.
Indicate conversations posted on the walls. Chest ailments card handout and instruct students to match illnesses with each conversation. Students stand up and match ailments with conversations as they move about the room. Confirm answers as feedback.
Chest handout of complete copy of conversations and instruct students to complete the advice for each ailment. Students work in pairs to complete advice. Answers confirmed by listening and answer key on WB.
Chest sympathy sentences and instruct students to mark each as S for ‘sympathetic’ or U for ‘unsympathetic’. Students work in pairs. Confirm answers as feedback while drilling and eliciting stress.
Chest symapthy cards and instruct students to mingle while relating problems and eliciting/showing sympathy (or lack thereof). Students mingle and practice the target language phrases. Provide immediate error-correction where appropriate.
Put students into small groups. Chest “You’re the expert” discussion sheets. Instruct students to discuss the questions. Students discuss the questions in their groups. Elicit example answers as feedback.
Chest the “Body knowledge quiz” and instruct students to complete it individually and then compare answers with a partner. Elicit a survey of answers and listen to CD as feedback.
Chest gap-fill and instruct students to fill it in from memory in pairs. Play CD as feedback and confirm answers. Then have students discuss which advice is best or most difficult.
Chest role cards and instruct students to mingle and relate their problems and elicit sympathy and advice. Tell them their goal is to decide on the best advice they hear. Elicit examples as feedback.
Point students to the “Dear Liz” letter posted on the wall. Instruct students on doing a running dictation in pairs. One student from each pair tries to memorize segments of the letter and report them to their partner. The fastest group wins. Elicit the author’s problem as feedback.
Instruct students to write a letter in pairs in reply using sympathy and advice language they learned earlier. Monitor and take notes on relevant errors for delayed error-correction as feedback.