Yazeed Yazeed

Copy of TPb1 - Thursday 20/10/2016 - Bill of health
Upper-Intermediate level


In this lesson students will learn idioms related to health through work in pairs and speaking exercises and refresh their memory about new vocabulary they had learned during previous lesson which will go as a warm-up. I will ask them to do some sentence matching and explain the meaning of new idioms with semi-familiar phrases. To improve the topic and understand better usage of those idioms we will do the quiz and discuss our answers with each other. The whole lesson will finish with a game which will include idioms to make sure students are comfortable with their meaning.


No materials added to this plan yet.

Main Aims

  • To introduce and give practice in idioms related to health

Subsidiary Aims

  • To practise reading to deduce meaning from context. To give practice in spoken fluency.


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

In the beginning we would warm up on a health related vocabulary that students learnt during previous class. Teacher divides students into pairs/small groups and quickly names them as teams. Teacher tells students to recall as many words as they can from the previous lesson. The team that would name the most words wins.

Practice activity (7-10 minutes) • To provide an idea on new phrases and words

Teacher copies the story from exercise 1 and make 1 set per pair/small group. The story will be cut into strips and each group will get a copy to find the right sequence. In the meantime, the same strips in a larger format will be represented on the whiteboard. After students prepare strips in order, they would get to the whiteboard to organise strips there. Teacher checks with all the students whether everyone agrees with the order.

Clarifying target language (5-7 minutes) • To clarify meaning so learners understand it

Teacher gives the definitions of the phrases and words in exercise 2. Students will replace the idioms with the clarified information by coming to the whiteboard and writing the correct answer next to the sentence idiom is in. After it is done, it is time for CCQ - cross check with the whole class that they understand what each idiom means. Ask: "Does feeling under the weather mean the same as feeling horrible?" etc. [NEED MORE EXAMPLES]

Practice activity (8-12 minutes) • To ensure language practice in context

Teacher gives each student copy of a quiz that they will do individually. Then teacher divides class into pairs again to check answers with each other and compare them and give reasons for their choices. Teacher discloses the meaning of the test (majority a) answers not interested in health; b) middle ground, sometimes they get ill; c) hypochondriac). At this point it will be necessary to focus on the words Students do not understand, like hypochondriac and highlight: meaning, pronunciation and usage of the word.

Language Practice (4-7 minutes) • To provide controlled oral practice focused on discussion about health topic

Teacher divides students into pairs and they should think of exercise 4. Students should brainstorm ideas on who they know according to result description of the test. Get feedback from the class: majority of people they know are so and so etc.

Practice activity (7-12 minutes) • To drill idiom understanding and practice its meaning

Teacher prepares and gives away cards to group in way for each group to have 1 set of cards. Cards are both-sided and include idiomatic expression with vocabulary on its back. Students arrange the cards in a circle on their desks with the words or idioms face up. Teacher tells students where the starting point is. Students take turn and roll dice and move clockwise round the cards. Each time the land on the card they have to define the word/idiom and then turn the card over to see the definition and check their answer. Teacher monitors the activity and checks by calling out either word/idiom or definition and asks students to give required answer.

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