-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

-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

-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.

- 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

-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