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Health- Vocab
Elementary level


In this lesson, students are going to learn and practise the vocabulary related to body and health problems. Initially, they need to remember and revise vocabulary about the body with the help of crossword puzzle. Secondly, they have health problems as picture matching, do drilling. Then, students focus on first controlled practice then freer.


Abc Board Markers
Abc Overhead Projector
Abc White board
Abc the body crossword
Abc Name that illness!

Main Aims

  • To provide review of body parts and also to provide clarification and practice on health problems in the context of health

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of health problems


Lead-in (5-6 minutes) • To set lesson context and engage students with the body vocabulary

-T starts the lesson by talking about her grandmother pointing "arm" and "leg" "My grandmother was ill. Her legs and arms hurt a lot, but now she feels better." After these sentences, T gives Ss the body crossword HO, Ss work alone in 2 min and check their answer with their partner. O/C F/B will be a good chance for drilling -T monitors and gives delayed F/B to elicit the meaning of unknown or confusing word(s). Modelling and drilling

Test - Health Problems (Vocab) (5-8 minutes) • To gauge students' prior knowledge of the target language

-T starts coughing so as to draw Ss' attention to "illness". Then T gives Ss "health problems" HO and asks them to match the problems with the picture by doing the first example as a demo. Ss work alone in 3 min. then check answers with their partner. T monitors and takes notes for delayed F/B. Thanks to this test, T focuses on the problematic vocabulary, elicits, uses CCQs, modelling and drilling

Teach (7-9 minutes) • To clarify areas of the health problems where students had difficulty in the first test stage

-T elicits and clarifies the health problem vocabulary, its pronunciation and certain verbs that are mostly used with them in B part in worksheet which has marker examples "I've got a heaadache" "I feel better" "My leg hurts" - T lets Ss think about the missing part to complete in 5 min, then elicits the answers, do the drilling.

Test- Controlled Practice (10-12 minutes) • Check students' use of the health problems with controlled exercises and compare with the first test

- T directs Ss Part C in the worksheet ask them to cross out the word word and to write one more word that is suitable with the sentence. Ss work alone in 3 min and check their answers with their partner. T nominates Ss for answers. O/C F/B will be useful for drilling. -Then, T groups Ss in 3 and introduces another exercise in Part D and asks them to unscramble the words in the brackets in 5 min. When they finish the task, Ss check their answers with the other group(s). T reflects the answers on the board

Free practice (13-15 minutes) • To provide students with free practice of the target language

-T groups Ss 3 and gives the pile of cards to each group, a S in the group picks a card and describes it to other 2 Ss who will try to guess the word and get the card. Whoever collects the most cards will win the game. T monitors and takes notes for delayed F/B. - T gives delayed F/B

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